Childminder in Shropshire

Inspection date

Previous inspection date 03/10/2014 04/03/2009

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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 quality of teaching is good. Children's learning is supported through a range of activities that are challenging and well matched to the needs of individual children. They reflect all areas of learning and enable all children to make good progress.  Children have strong bonds with their key person, developed through nurturing relationships and the childminder being a positive role model in their lives.  Partnerships with local schools and nurseries have been developed well. The childminder regularly shares information regarding children's progress and agrees next steps in learning to enable them to make good progress at both settings.  The childminder safeguards children well. She has an excellent knowledge of how to keep children safe and protect them from possible harm or abuse.

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It is not yet outstanding because

 On occasions, the childminder's enthusiasm disrupts children's play to offer alternative activities and ideas, which means that, at times, their active learning is interrupted.  The childminder does not always provide children with opportunities to serve their own food and pour their own drinks, in order to enhance their independence skills.

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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 conducted a joint inspection of the childminder during adult-led activities.

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Inspection activities

 The inspector observed children's play and activities in the garden and conservatory and toured the whole premises.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at children's learning journals, planning documentation, risk assessments and a selection of policies and children's records.  The inspector sought the views of parents through discussion.

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Inspection activities

 The inspector viewed all relevant documentation to ensure all those living and working on the premises are suitable to do so.

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Information about the setting

The childminder was registered in 2008 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, adult granddaughter, son-in-law and her daughter with whom she co-childminds with on a part- time basis. They live on the outskirts of Minsterly near Shrewsbury, Shropshire. The childminder also works with another co-childminder on a job share basis. The family has three cats and one dog as pets. The house is a joint residence and the childminding service uses a lounge, kitchen, conservatory and part of the rear garden. The childminder collects children from the local school and nurseries. There are currently 15 children on roll, all of whom are in the early years age group, they attend for a variety of sessions. The childminder operates all year round, from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. She is a member of the Professional Association for

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

 enhance children's active learning, for example, by promoting their concentration and engagement in activities and experiences through even more skilful teaching

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

 help children to further develop their independence at all mealtimes, for example, allowing them to serve their own food and pour their own drinks.

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who attend

All children make good progress towards the early learning goals, as a result of effective teaching delivered through challenging and interesting activities that are well matched to meet the needs of all children. The childminder has a strong focus on the prime areas of learning. She plans for these effectively and allows children to develop the necessary physical, social and communication skills, which prepares them well for nursery and school. For example, children are able to manage their own toileting needs as the childminder provides a safe, accessible environment for them to access. The childminder has high aspirations for children's learning. She knows what skills children need to be ready for school and works hard to provide opportunities, such as early writing skills. The childminder's approach to learning and development is through child-led play within a well-resourced environment. She delivers a broad range of activities for children of all

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who attend

ages. Children learn to play together harmoniously as the environment is thoughtfully set up with sets of resources that are in most cases multiple. For example, children's preferred resources, such as dolls are set up for them to play together without restriction or frustration.

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who attend

Physical activities enhance the learning of both the youngest and oldest children. For example, younger children develop their fine motor skills as they grasp paint brushes. The childminder develops this learning through demonstration as they model how to hold the paint brushes correctly. Children are supported to learn concepts, such as how many leaves are in their basket. The childminder provides challenge and differentiation as she poses questions for children to predict and experiment with. There are books available for children to read and they enjoy sharing books during identified parts of the day. These are used to celebrate and introduce children to different types of literature and written text throughout the broad range of learning experiences. For example, children's transition to school is supported by subject related books being part of play and learning activities. Children are engaged in their play and exploration. However, on occasions, the

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who attend

childminder's enthusiasm disrupts children's play to offer alternative activities and ideas, which means that, at times, their active learning is interrupted.

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who attend

The childminder records children's starting points well. She liaises with parents when children start to understand how to meet their needs and comprehensively identifies their prior achievements to build upon them in future planning. Parents are kept well informed of their children's progress during their time at the setting. The childminder arranges meetings with parents, to show them the progress their children have made from their starting points. She completes the progress check for children aged between two and three years. The childminder completes regular observations to record children's achievements and progress and analyses these well to identify suitable and challenging next steps in their learning. Observations and assessments are recorded in learning journals, which demonstrate the good progress children have made over time. The childminder is fully committed to making a difference for every child in her care, including

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who attend

the oldest children. She does this through her expert knowledge of child development and a strong partnership with the local nurseries and school. As a result, the childminder coordinates a triangulated approach between other early years settings and parents to identify any interventions necessary to support the development of all children.

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

The childminder works with her co-childminders to implement the key person arrangement well. She has a comprehensive understanding of what the role of the key person is, including special relationships with parents and strong bonds and attachments with children. As a result of this understanding, the childminder and her co-childminders work together in response to children's preferences to identify key persons for each child. Children are extremely happy and relaxed in the care of the childminder. Existing children have a deep rooted bond with the childminder, which has developed from her nurturing care and kind attitude towards them. They show respect and affection to the childminder whom they understand is an important part of their lives. New children develop a bond quickly and find reassurance from the childminder during the induction period through cuddles and familiar routines. The childminder works with parents extremely well to

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

prepare children for nursery and make the daily transition between the nursery and the childminder's setting smooth. Children enjoy their time at the setting, as they provide frequent commentary to the childminder. For example, they say 'I love it here'. Children are happy to return to the setting each day. They explain to the childminder what they have been doing at home, but emphasise their satisfaction at being back at the setting with their friends and with her. The environment is homely and very welcoming. The childminder is able to rotate resources to maintain interest and build on existing learning. Resources are suitably accessible to children. There is a range of resources for both older and younger children of which many promote their understanding of the world in which they live. The younger children develop their early physical skills as they build with blocks, learning how to balance one on top of the other.

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

The behaviour of children is very good. Older children play cooperatively together as they expand role-play ideas and work together to achieve desired outcomes. Children are encouraged to develop their independence and manage their own behaviour as they learn consequences. The childminder has a consistent approach to managing behaviour. She reminds children of the positive rules, such as 'we walk in the house' and 'we are nice to our friends'. This supports children's understanding of positive behaviour and what is acceptable. Children feel safe within the setting as a result of the freedom they are given and the safety rules in place. They are suitably wary of visitors, who arrive at the childminder's home and seek reassurance from the childminder. Children have access to the whole of the ground floor and they are aware of the possible risks within the home, such as slippery floors and steps. Consequently, children conduct themselves in a safe

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

manner as they know not to play in front of doorways or run in unsuitable areas.

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

Children spend time outside in all weathers and therefore, understand the importance of going outside for fresh air. The outdoor space is rich in opportunities to develop children's physical skills, including their large motor skills, such as running, jumping and climbing. Children know it is important to keep healthy and how physical exercise can aid this. The environment is equipped to support children to manage their own personal hygiene needs from an early age. They are able to access toileting facilities independently and are encouraged to do so without constant supervision. Mealtimes are a social time for children and provide a generally rich learning experience. However, children do not always develop their independence skills at these times. This is because food is often plated and drinks are poured for them, so occasionally they are unable to self-serve. Therefore, children are not consistently developing their independence skills.

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provision

The childminder has a good understanding of how to promote children's learning and development. She works with her co-childminders to monitor the planning to ensure that activities reflect the needs and interests of all children. The childminder is able to identify gaps in educational programmes, such as understanding the world and make improvements in practice and resourcing to further enhance this area. For example, resources to reflect diversity are available. The childminder works with her co-childminders to monitor the quality of teaching as they feedback to each other on a daily or weekly basis about the strengths and weaknesses in practice. As a result, they are able to identify strategies for improvement. The childminder refers to guidance to benchmark the assessments of children's progress. The co-childminders provide an objective view on assessment along with the local nursery to ensure assessments are precise and reflect

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provision

The childminder has a strong commitment to safeguarding children. She adheres to all necessary policies and procedures and is able to demonstrate what action to take in the event of a child protection concern, which is underpinned by training. The childminder carries out comprehensive risk assessments and records all accidents that occur. The childminder has completed a range of training in the past, including a recognised qualification at level 3. She completes training regularly and reflects on weaknesses and areas for improvement to identify her training needs. The childminder is able to keep children safe as a result of training and has an in depth knowledge of child development. The childminder and her co-childminders have a range of written policies and procedures. This supports their consistent practice and approach to many aspects of their care, including behaviour management and the safeguarding of children. The childminder knows

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provision

the policies and procedures well and share them with parents and other partners, such as Ofsted to ensure compliance with all requirements. Policies and procedures are reviewed regularly to reflect and improve practice and to take into account the views of parents and children. For example, the childminder regularly reviews the settling-in procedure to accommodate children, who do not settle readily at the setting or find transitions difficult.

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provision

The childminder, with her co-childminders, has a written self-evaluation document. This demonstrates how they reflect on practice, advice and the views of parents and children. Good progress has been made since the last inspection and the indoor environment is much more suitable for use. For example, resources are now rotated, so there is more space inside and children access outdoors throughout the day. Partnerships with parents, early years providers, schools and the local community are strong. This setting is an important part of the community in which parents rely on to meet their needs. Being part of a close knit community, the partnerships between the childminder and other early year's providers are personable. This has significant benefits to the children as they are able to form their own special relationships with these partners in their own local community. This is further extended through their parents. The partnerships that have

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provision

been formed are purely for the benefit of children. For example, the local school teachers meet with the childminder prior to children starting. Parents are actively involved in children's learning. The childminder and parents discuss children's interests daily and develop ideas of how to support them both at home and at the setting. As a result, children flourish in their 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 EY367937 Local authority Shropshire Inspection number 873698 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 15

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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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