Childminder in Walsall

Inspection date

Previous inspection date 15/09/2014 12/05/2009

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early years provision

This inspection: 2 Previous inspection: 2 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder uses observation, assessment and planning effectively to ensure children make good progress in their learning. She provides a wide range of interesting activities help to support children's learning in all areas.  Children feel safe and secure in the friendly and stimulating environment. They form close bonds with the childminder, which supports their emotional well-being.  Strong partnerships are in place with parents. Daily verbal and written feedback ensures children's care and learning is well promoted.  The childminder has a clear knowledge of child protection issues, takes her responsibilities seriously and is prepared to act in the best interests of children at all times. Therefore, children are protected from harm and are safeguarded appropriately.

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It is not yet outstanding because

 There are few opportunities for children to recognise and read familiar signs and labels in the environment, to support their early literacy skills.  Children do not have enough opportunities to play with resources which help them to learn how things work and develop their curiosity.

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Information about this inspection

Inspections of registered early years provision are:  scheduled at least once in every inspection cycle – the current cycle ends on 31 July

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage or where assessment of the provision identifies a need for early inspection  prioritised where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed the childminder engage in a range of indoor and outdoor learning activities, play and daily care routines with the children.  The inspector held discussions with the childminder, her assistant and children.

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Inspection activities

 The inspector looked at children's learning documentation and a selection of policies and procedures.  The inspector looked at other areas of the home, including the kitchen and garden.

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Inspection activities

 The inspector checked evidence of suitability of the childminder, the assistant and household members.

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Information about the setting

The childminder was registered in 1987 on the Early Years Register and the compulsory and voluntary part of the Childcare Register. She lives with her husband and two adult children in Great Barr, Birmingham. The childminder's daughter works as her assistant. There are shops and schools within easy walking distance. The whole of the ground floor of the property and the toilet on the first floor are used for childminding purposes. There is a fully enclosed garden for outdoor play. The family has two pet cats. There are currently eight children on roll, six of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round, from 7.30am to 5.30pm, Monday to Friday, excluding family and bank holidays. She attends childminding and toddler groups on a regular basis and receives support from the local authority. The childminder takes and collect children from local schools and nurseries. She receives

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Information about the setting

funding for early education for two-, three- and four-year-old children and has an early years qualification at level 3.

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To further improve the quality of the early years provision the provider should:

 provide further opportunities for children to develop their early literacy skills, for example, by providing an environment rich in print

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To further improve the quality of the early years provision the provider should:

 extend opportunities to foster younger children's curiosity, for example, by providing more resources that turn and twist to help them understand how things work.

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who attend

The childminder has a good knowledge of the Early Years Foundation Stage and uses this effectively to support children's learning. She gathers information from parents about what children can do and are interested in, to help her to identify children's starting points. In addition, she carries out regular observations, which are used to assess and plan for the next steps in children's development. The childminder tracks children's progress against developmental guidelines to ensure she is able to identify any gaps and adapt children's learning accordingly. This means children make good progress in all areas of their learning. The childminder completes the progress check for children between the ages of two and three years. This helps her to plan for the next stage in children's learning and to identify areas in which children may require further support.

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who attend

Children develop skills in their language and communication through discussions with the childminder and her assistant. Through songs, stories and rhymes they learn new words to support their vocabulary. Younger children learn to communicate through non-verbal actions where they point and nod to indicate their needs. Children regularly look at books and use various resources to promote their early writing skills, although there are fewer opportunities for them to read familiar signs and labels in the environment to fully support their literacy development. The childminder uses effective methods to teach children, which includes playing with them, along with talking and asking questions to help support their critical development. Children develop good hand and eye coordination skills through activities. For example, they enjoy the magnetic fishing game where they name and recognise several numbers to support their skills in counting. They learn about colours,

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who attend

numbers and shape as they complete puzzles. These skills help to prepare children for the next stage in their learning, such as starting nursery or school. Younger children like to press buttons on toys, which make sounds, although they do not regularly play with resources, which have knobs and buttons to twist, turn or light up. This means children do not consistently have opportunities to learn how things work to fully support their curiosity.

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who attend

The childminder works closely with parents and shares ideas and activities that parents can do at home to support their children's development. Children borrow toys and equipment, such as the pushchair, which helps them to extend their learning. Children develop good physical skills through regular outings to local parks where they use a wide range of equipment. In the garden, they use the small slide and wheeled toys to support large muscles skills. Children develop small muscle skills as they thread cotton reels and play with farm animals to develop their hand and eye coordination.

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The contribution of the early years provision to the well-being of children

Children are cared for in a homely and stimulating environment where they are happy and have close bonds with the childminder and her assistant. The childminder collects information from parents about children's individual routines and care needs, which she uses to help them settle in her home. This reassures and supports their emotional well- being. Settling-in visits to the childminder's home enables children to become familiar with their new surroundings, the childminder and her assistant, which helps to ease the transition from home. Children learn to consider each other's needs as they share and take turns with toys, promoting positive behaviour. They learn about acceptable behaviour through discussion and explanations and consistent praise and encouragement helps to develop children's confidence and self-esteem. Children attend local playgroups where they make friends and share activities within a different environment. This helps children

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The contribution of the early years provision to the well-being of children

to develop social skills in readiness for nursery or school.

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The contribution of the early years provision to the well-being of children

The childminder encourages children to explore the local environment, which provides them with daily opportunities to exercise in the fresh air. They develop good independence skills as they learn how to pierce drink cartons and take food out of their lunch box. They manage their own personal needs as they use the toilet and wash their hands independently. Parents provide packed lunches for children, which ensures their individual dietary needs are well met. Children discuss their healthy lunches and enjoy their food in a relaxed and social environment. Drinks beakers are readily accessible for children, so that they can have a drink when they choose. This helps to promote their understanding of staying healthy.

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The contribution of the early years provision to the well-being of children

Children generally have access to a wide range of toys and equipment, which provides a good level of challenge and interest to support their interests and learning in all areas. Toys are stored at children's levels to support their independence and help them to make decisions about their play. Through regular outings and role-play activities, children learn about being safe. For example, they learn about road safety and how to use the steps in the garden, which helps them to take responsibility for their own safety. The childminder discourages children from climbing the small wall in the garden, which helps to minimise accidents to them.

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provision

The childminder has a clear understanding of her responsibility in relation to safeguarding issues. She demonstrates a good working knowledge of the possible signs of abuse and neglect, and the need to report her concerns to the Local Safeguarding Children Board. She has a clear safeguarding policy, which includes restricting the use of mobile telephones and cameras in the setting. She shares relevant policies and procedures with her assistant and parents, so that they understand the duty of the childminder to protect children from harm or neglect. The home is safe as the childminder and her assistant carry out daily checks to minimise hazards, both inside the home and for outings in the community. The childminder helps to protect children from persons who may not be vetted. For example, visitors are not left alone with children and a full record is maintained in relation to all people visiting the home, which supports children's safety.

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provision

The childminder undertakes regular observations of children to enable her to assess their development and plan for the next steps in their learning. She evaluates the activities she provides to ensure they meet children's individual needs. The childminder is well organised and keeps all the children's information in a confidential manner. She works closely in partnership with parents, giving daily verbal and written feedback about children's care routines and the activities they enjoy. Parents state that children are happy and they are pleased with the care they receive by the childminder. Children do not currently attend any other settings that deliver the Early Years Foundation Stage. However, the childminder has a good understanding of how to develop partnerships with other early years settings to enable children to continue and complement their learning.

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provision

The childminder has undertaken a wide range of childcare related courses and workshops to enhance her knowledge. She has recently completed a childcare qualification at level 3, which helps her to enhance children's learning. She is an active member of her local childminding group where she arranges for regular speakers to attend. This includes the early years worker and the local authority designated officer to support the groups knowledge of safeguarding practice to help protect children. Good procedures are in place to ensure her assistant has the necessary skills to help care for children. This includes regular meetings with the childminder and her assistant's assessor. This ensures her assistant has regular updates on children's care and learning.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. We re-inspect nurseries and pre-schools judged as requires improvement within 12 months of the date of inspection. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement action. The provision is failing to give children an acceptable standard of early years education and/or

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Grade Judgement Description

is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met There were no children present at the time of the inspection. The inspection judgement is that the provider continues to meet the requirements for registration. Not met There were no children present at the time of the inspection. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

Unique reference number 255312 Local authority Walsall Inspection number 866943 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 8

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Telephone number

set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises, which are usually the childminder’s own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children,

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Type of provision

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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