Childminder in Worcestershire

Inspection date

Previous inspection date 19/09/2014 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable 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 quality of teaching is good and is guided by accurate assessments of children's learning and development. As a result, children are progressing well.  Effective partnerships with parents mean that the childminder recognises and promotes the individuality of all children to meet their needs effectively.  The childminder has a clear knowledge of child protection issues and takes her responsibilities seriously. She is prepared to act in the best interests of children at all times, therefore, children are protected from harm and are safeguarded appropriately.  The childminder demonstrates a strong commitment to improving the quality of care and teaching by reflecting on her practice and implementing changes.

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It is not yet outstanding because

 The childminder does not always make best use of parents knowledge and expertise of their children's learning and development to continue and complement their learning, both at home and in her setting.

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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 all areas of the house and garden used for childminding and assessed their suitability and safety.

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Inspection activities

 The inspector observed the childminder engage in a range of play activities and daily care routines with the children

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Inspection activities

 The inspector sampled documents, including children's personal and developmental records, risk assessments, some policies and accident and medication records.

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Inspection activities

 The inspector read feedback from parents and discussed with the childminder how she evaluates her practice and her development plan.

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Inspection activities

 The inspector checked evidence of suitability of those living at the childminder's home.

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Information about the setting

The childminder was registered in 2012 on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She lives with her husband and children aged seven and four in Malvern Link. The whole of the ground floor and a first floor bedroom and bathroom are used for childminding. There is an enclosed garden available for outdoor play. The family have a pet dog and a cat. The childminder attends toddler groups and activities at the local children's centre. She visits the shops and park on a regular basis. The childminder operates all year round from 8am to 5.30pm, Monday to Friday, except for family holidays. There are currently two children on roll, both are in the early years age group and attend for a variety of sessions.

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

 strengthen communication with parents to ensure that information received, such as children's knowledge and skills, is used effectively and consistently to develop initial assessments and support children's learning at home.

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who attend

Children make good progress in their learning and development. This is because the childminder is knowledgeable and understands how children learn. She plans play and activities around their interests. These are varied, cover all areas of learning and thoroughly engage and motivate children. For example, the childminder recently took the children to visit the train station because of their fascination with train engines. The childminder gets to know the children and families well. She meets with parents before children start and gathers information about their child's interests, care needs and routines. However, the childminder does not gather information about children's existing skills and knowledge from parents on entry. She has not yet considered how this can assist her in establishing initial assessments, and how a regular exchange of this information can be used to support children's learning at home. The childminder routinely

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who attend

observes children and notes developmental milestones; she bases her planning firmly around children's interests and what they need to learn next. The childminder regularly shares information about children's learning and development. Daily plans are displayed in the hall along with a visual timetable for the children. Each child has a daily diary and a learning journal which parents are invited to review and add to. As a result, parents are kept well informed of their child's learning and development. The childminder has a good understanding of her responsibility to carry out the progress check for children aged between two and three years. This means that young children's assessments are monitored effectively so that early intervention can be sought if necessary. The childminder interacts well with children during their play, offering them the choice of activities and listening to their requests. To encourage the development of communication

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who attend

skills, the childminder asks open-ended questions, talks with children continually and encourages them to repeat words. Younger children successfully understand simple instructions. For example, the childminder says, 'It is tidy-up time, can you help? This promotes their understanding and communication skills effectively. Children express their own ideas and use their imagination as they engage in role play, pretending to boil the kettle to make tea. Children develop a good range of skills which help prepare them in readiness for school. They think carefully as they correctly complete age-appropriate puzzles and listen and follow instruction when it's time to put on their coats and shoes. Children have independent access to a good selection of books which they handle correctly. The childminder encourages them to think critically and to try for themselves as they fit pieces of train track together. Children are gaining confidence in using numbers in

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who attend

their play and throughout the day. They count the trains to go on the track and the cars as they put them back in the box.

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who attend

Children are developing a good range of physical skills and enjoy spending time outdoors in the fresh air. This is because the childminder has a well-resourced garden where children can run, jump, climb and use ride-on toys. The childminder regularly takes the children for walks into their community. They visit local playgroups and childminding groups where they can make friends and share activities within a different environment. This helps children to be prepared for the next stage in their learning and for school, when the time comes.

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

Children are happy, confident and show pleasure in their play. This is because they are cared for in a warm and welcoming family home. Their emotional well-being is well promoted because the childminder develops strong relationships with children and their parents. Children demonstrate this by climbing on the childminder's lap for a cuddle and involving her in their imaginary play. The childminder has effective settling-in procedures. Parents are invited to stay and play as well as meeting and getting to know her family. Parents leave their child when they feel ready to do so. This ensures the move from home to the childminder's home is smooth and the children soon settle and engage in their play.

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

The childminder supports children well in developing an understanding of the importance of healthy lifestyles. There are a good range of resources in the garden, such as slides and ride on toys, which help children to develop their physical skills. Children also regularly play at the local park and attend soft play sessions at the children's centre. Daily walks to the shops and groups ensure that children have lots of fresh air and exercise. Children follow good hygiene routines because the childminder sets a good example. They routinely wash their hands after nappy changing or petting the dog. Children's intimate care needs are sensitively met as they are kept clean and dry and are actively encouraged to manage their own self-care, where appropriate. Drinks are readily accessible so that children can help themselves, fostering their growing independence. The environment is stimulating and welcoming. The childminder has well-placed literature

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

for parents regarding children's safety, well-being and learning. Resources are easily accessible and well suited to the ages of the children. They are carefully matched to their individual interests and needs. The childminder supervises children well and their behaviour is good. The childminder positively reinforces good behaviour during activities using lots of encouragement and praise. She also gently reminds children of why some behaviour is unwanted. For example, gently reminding children not to throw toys. Children learn to keep themselves safe through practical daily routines and the childminder's guidance. Recently, the fire service visited in their fire engine to fit new smoke detectors. The children were excited by this and as a result, enthusiastically take part in regular fire drills, further developing their awareness of safety routines.

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provision

The childminder has a good understanding about her responsibility in meeting the safeguarding and welfare requirements. She understands her role in protecting children from harm and is fully aware of how to follow correct safeguarding procedures should she have a concern about a child in her care. The childminder also understands what procedures she would follow in the event of an allegation being made against her. The environment is safe as the childminder carries out regular checks to eliminate hazards, both around the home and for proposed outings. The childminder maintains the security of the premises and she monitors visitors to the setting during operational hours, to further promote the safety of children. Documentation and record keeping are accurate and completed to a high standard, which helps to ensure that children's well-being is maintained.

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provision

The childminder has a good understanding of the learning and development requirements. She plans play and activities around the children's interests which are purposeful and challenging. She reviews her planning weekly to ensure that each area of learning is being covered and that children are progressing in accordance with their developmental milestones. As a result, children make good progress. The childminder is committed to reflective practice. She demonstrates a good awareness of the strengths and weaknesses of her provision. Parents are encouraged to contribute their thoughts and comments by completing questionnaires. She is keen to continue with her professional development and attends training when possible. As a result, the childminder shows a firm capacity for improvement.

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provision

Partnerships with parents are generally good. The childminder spends time at the beginning and end of each day discussing their child's achievements and care needs. In addition, each child has a daily diary. This two-way flow of communication ensures that parents are kept well informed about their child's progress. The childminder is developing partnerships with other professionals because she meets regularly with other childminders to share good practice. She receives support from the local authority adviser and implements changes that are suggested to enhance her practice. Parents comments are consistently positive, stating that they cannot praise her enough.

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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 EY443749 Local authority Worcestershire Inspection number 891093 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 2

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Name of provider

Date of previous inspection not applicable

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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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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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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