Childminder in Stoke-on-Trent

Inspection date

Previous inspection date 26/09/2014 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 childminder provides a wide range of stimulating activities and resources. This supports children to become motivated learners and, as a result, children are making good progress in their learning and development.  The childminder provides a very safe environment as she takes effective action to ensure the safety of the premises, indoors and outside, and has a very good understanding of safeguarding procedures.  Children are very happy and settled in this homely and welcoming setting. They have good attachments to the childminder who is very caring and attentive to their needs. This enables the children to explore the environment with confidence as their emotional well-being is very well-supported.  The childminder develops positive relationships with parents from the beginning of the placement. She gains information about their abilities and care needs, enabling her to support the individual needs of the children from the outset.

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It is not yet outstanding because

 Opportunities for children to further develop their understanding of the world, in relation to caring for living things, have not been explored to the fullest extent.  There is scope to build upon existing parent partnerships to ensure that parents are aware of the high value that the childminder places upon their contributions to children's learning, and to encourage them to engage with this.

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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 activities and interactions between the childminder and children in the lounge, kitchen and garden.

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Inspection activities

 The inspector discussed the educational benefits for the children, of an adult-led activity, with the childminder.  The inspector spoke with the childminder and children throughout the inspection.

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Inspection activities

 The inspector looked at children's assessment records, and a range of policies and procedures, including safeguarding and risk assessments.

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Inspection activities

 The inspector checked evidence of suitability of the childminder and her family, her self-evaluation form and improvement plans.

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Inspection activities

 The inspector took account of the views of parents and carers from information included in the childminder's own parent survey.

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Information about the setting

The childminder was registered in 2012 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her two children aged eight and one years in a house in Stoke-on-Trent. The whole of the ground floor and the rear garden are used for childminding. The childminder attends activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently four children on roll, all 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 6pm, Monday to Friday, except bank holidays and family holidays.

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

 enhance the opportunities for children to further develop their understanding of the world, in relation to caring for living things, for example, by providing a wider range of planting and growing activities

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

 make parents aware of the importance of sharing information about their child's learning and development at home, for example, through encouraging them to contribute to the tracking of their child's progress.

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who attend

The childminder demonstrates a thorough knowledge of the learning and development requirements for the Early Years Foundation Stage and uses this knowledge to observe and effectively plan for children's learning needs. She regularly assesses children's progress, sharing their achievements with parents through daily discussions. This helps her to identify any gaps in the children's learning and to share their identified next steps, to support further progress. However, there is scope to involve parents further so that they can share information about their child's learning and development at home with the childminder. The childminder has a good understanding of how children learn and how to support this learning through her skilful teaching. Through her identification of each child's interests and appropriate next steps to challenge their learning further, she provides a range of interesting and purposeful learning opportunities. For example, she identifies that

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who attend

when a young child enjoys making marks with her fingers during messy play with shaving foam, that this can be extended further. Consequently, she provides this opportunity again, adding farm animals which the child can use to make marks with. The childminder utilises the child's interest in animals to extend the learning opportunity further still, through counting the animals and encouraging the young child to name them and to copy the animal noises that she makes. This activity supports a number of developmental areas effectively. For example, the child develops physical skills through learning to control the resources, communication skills through the use of language, mathematical skills through counting the animals and understanding the world through developing her knowledge of animals and their sounds. This demonstrates the childminder's understanding of how children learn through their interests and that her activities promote a wide range of

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who attend

learning. Consequently, children are enthusiastic and highly motivated learners who make good progress in their learning and development and are well prepared for the next stage of learning, such as school.

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who attend

The childminder places a high priority on ensuring that children in her care are secure in the prime areas of learning. As a result, their personal, social and emotional development, communication and language and physical development is strong. Children are emotionally secure because the childminder is warm and friendly and gets to know them well, providing them with good levels of support according to their current needs. They develop socially through activities which promote sharing and turn-taking skills and opportunities to socialise with larger groups of children and new adults at community groups. Children's language and communication is developed well because the childminder listens, shows interest and responds to what the children are telling her. The childminder joins children in their play and fosters their language development through many conversations. Literacy development is promoted through the childminder providing regular story and song

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who attend

sessions. A range of books are available for daily story sessions and children are able to select these independently when indoors, if they wish. The childminder provides resources to enable children to draw and support their early attempts at mark-making and writing. This ensures that children are well supported in developing literacy skills, preparing them well for the next stages in their learning. Physical development is supported through a range of opportunities to develop hand and finger control through cutting, painting and drawing. Daily physical play, enables children to develop their larger physical movements when outside. However, opportunities for children to further develop their understanding of the world, in relation to caring for living things, has not been explored to its fullest potential outdoors, for example, through planting and growing activities.

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who attend

The childminder is very friendly and promotes a strong and open relationship with parents and carers. She has discussions with parents prior to children joining her, to find out about each child's interests, what they know, like and can do. This enables her to get to know children's individual needs and personalities and helps her identify their starting points, on which to form the basis of her assessments of their progress. The childminder shares ongoing information with parents about their child verbally. She is fully aware of the need to complete the progress check for children between the ages of two and three years, when appropriate. Parents express that they are very happy with the wide range of activities that their children are provided with and are very pleased with the progress that their children have made while in her care.

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

The childminder is a positive role model who is kind and caring. This helps to create a calm and nurturing environment where children are happy and emotionally secure. The childminder provides settling-in sessions, which are flexible and arranged to meet the individual needs of each child and their family. Consequently, the move from home to the childminder's care is smooth and children settle quickly. Parents are highly complimentary regarding the relationships that their children develop with the childminder. For example, they state 'I cannot fault how you work with my children. I never have to worry about them in your care. They have a lovely bond with you and your family. Do not change a thing. My child adores you and loves going to your house.' Parents provide the childminder with detailed information about their child's care routines and likes and dislikes. This means that children's needs are well met from the outset, helping them to develop a

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

strong bond with her. As a result, children are confident to explore her home and seek emotional support from her when they need this. The childminder ensures that each child receives her individual attention, helping each child to feel valued. Children's behaviour is very positive as the childminder is a good role model, who treats them with kindness, politeness and respect. This results in the children learning how to behave socially and develop friendships with others, alongside learning how to negotiate turn taking and playing amicably together. The development of these social skills and the emotional enrichment children receive contributes well to their preparation to other settings and to school.

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

The childminder provides a variety of good quality resources which are appropriate to the needs of the age range of children attending. She ensures that favourite toys are set out for the children on arrival each day and enables them to freely select alternatives, if they wish. Resources support all areas of learning, are of good quality, and appropriate for the age range of children attending the setting. Outdoors, children develop a good range of physical skills as they enjoy regular opportunities for fresh air and exercise. The children have the use of large climbing equipment and sit and ride toys to test out their physical skills. The garden also provides opportunities for children to play with natural resources, such as, water, sand or mud and to play imaginatively in the play house. Children are supported well with developing their understanding of how to keep themselves safe. For example, when climbing up to the slide, the childminder encourages them to use the

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

ladder correctly so that they do not fall. Further opportunities to take safe risks under the childminder's close supervision are provided through visiting local parks to use larger equipment. In addition, during outings the childminder reinforces road safety and the importance of staying close to her at all times. The childminder is vigilant about children's safety and she supervises them well at all times.

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

Healthy lifestyles are promoted as the childminder encourages children to eat a healthy diet and to try different foods. Children are provided with a variety of fresh fruit at snack times, which they eat enthusiastically. The childminder provides a varied menu for meals, enabling the children to experience a good variety of foods, to develop their tastes. The childminder uses snack and meal times to develop children's social skills and other areas of their learning. For example, counting the number of grapes and raisins that they have and recognising the colours of the fruits and their bowls. Independence skills are developed through the childminder enabling children to attend to their own toileting and hand washing needs as soon as they are able. Hygiene is very well promoted as the childminder reminds the children to wash their hands after messy play or using the toilet and before snacks and meals. Systems are in place for parents to share information with

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

the childminder about any health or dietary issues the children may have and there are thorough records for accidents and any medication administered.

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provision

The childminder has a good understanding of the safeguarding and welfare requirements for the Early Years Foundation Stage. She uses her knowledge well to ensure that her home and garden are safe and secure to protect children from harm. The childminder has a clear awareness of the signs that may cause her concern about a child's welfare. She has undertaken child protection training and fully understands the importance of her role in protecting children and seeking help and advice should that become necessary. Her safeguarding knowledge includes what to do should an allegation be made against herself or a member of her family. The childminder also has a good understanding of when it is appropriate to share information with Ofsted, and ensuring that information is displayed to enable parents to do this also. Parents are fully informed of her duty of care through effective policies and procedures, which are shared with them from the start of any care

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provision

arrangements. The childminder undertakes risk assessments for her home and all outings, which she reviews regularly to ensure that that they meet the current needs of the children attending. Effective safety measures are in place to minimise any risks to children and the childminder checks these frequently, to ensure children remain safe. Fire evacuations are practised regularly, and the childminder supports the children's understanding of why this is important and how it helps to keep them safe. All of these measures help to ensure that children are well-protected from harm.

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provision

The childminder has a childcare qualification and several years' experience of working in a childcare setting, which she utilises well within her provision. She has opportunities to continue her professional development through attending local authority training when available. The childminder uses her thorough knowledge of the learning and development requirements, and observations of children's learning, to assess their abilities and monitor their progress. This information, alongside their current interests, is used to plan next steps to extend their learning and development. As a result, children benefit from a broad range of activities and experiences, which support them to make continuous progress in all areas of their learning. The childminder has carried out a thorough evaluation of all areas of her practice and is fully aware of her strengths and areas of her provision which she can improve upon. She encourages parents to express their views on the care of their

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provision

children through questionnaires and welcomes their feedback, to support her self- evaluation and continual development. Improvements are ongoing, to ensure that children make the best possible progress and enjoy their time in her care.

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provision

Strong partnerships with parents are established from the onset of placements. This enables the childminder and parents to work together to support the children's progress and meet their changing needs effectively. Parents share their satisfaction regarding the high level of care provided by the childminder and the good progress that their children have made while in her care. For example, they state; 'You have helped to care for our child really well which puts me at ease, as she cannot wait to come to you every day. She has learnt and achieved so much since being with you'. Others state that the childminder provides a 'five star service'. The childminder provides daily verbal feedback to parents, keeping them well informed about their child. The childminder is fully aware of the importance of developing partnerships with other provisions which children may move on to, such as, school, and the importance of preparing children appropriately when moving

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provision

on from her care. She shares transition documents with the settings which children move on to, detailing their progress and areas requiring further support. This ensures continuity of care for the children and enables the childminder to fully complement children's learning and development.

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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 EY453494 Local authority Stoke on Trent Inspection number 990158 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

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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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