Childminder in Warwickshire

Inspection date

Previous inspection date 06/10/2014 24/03/2011

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early years provision

This inspection: 3 Previous inspection: 3 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 3

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This provision requires improvement

 Children play in a welcoming and safe environment where they are happy and settled. They move around the childminder's playroom confidently and independently and have easy access to a wide range of resources.  Children are safeguarded and protected from harm. This is because the childminder, and her assistants, demonstrate their clear understanding of procedures to follow should they have concerns about a child in their care.  The childminder obtains a good range of information from parents prior to children starting in her care. This means that children's well-being is effectively promoted.  Effective policies and procedures are in place and shares these with the parents. This means that they are aware of the childminder's responsibilities.

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It is not yet good because

 Arrangements for the supervision of the childminder's assistants are not sufficient to identify weaknesses in practice and improve the quality of teaching.  The quality of teaching is variable because teaching methods do not always support the learning needs of all children.  Effective strategies are not in place to ensure that all parents contribute information about what children can do at home.

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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 viewed all areas accessed by children, including the outdoor environment.

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Inspection activities

 The inspector observed teaching and learning activities in the playroom and spoke to the assistants and children at appropriate times during the inspection.

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Inspection activities

 The inspector looked at children's development records, evidence of suitability and a range of other policies and procedures.

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Inspection activities

 The inspector took account of the written views of parents provided on the day of inspection.  The inspector carried joint observations with the childminder.

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Information about the setting

The childminder was registered in 2007 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, her mother and three children aged 13, eight and seven years in the Chase Meadow area of Warwick. The playroom, one reception room and the toilet on the ground floor are used for childminding. One room on the first floor is used for sleeping arrangements only. There is an enclosed garden for outside play. The childminder operates between 7.15am to 6pm, Monday to Friday, all year round, except for two weeks during Christmas, two weeks during Easter and three weeks in August. The childminder has an appropriate early years qualification at level 3. She employs two assistants, of whom one holds an appropriate qualification at level 3 and one at level 2. There are currently 14 children on roll, all of whom are in the early years age range. Children attend for a variety of sessions.

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must:

 ensure that systems for supervision provide assistants with appropriate training, coaching and support, in order to ensure that they offer good quality learning and development experiences for all children

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must:

 ensure that knowledge and understanding of how children learn is increased, in order to improve the overall quality of teaching, so that they receive consistent support to enable them to make good progress.

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

 enhance opportunities for sharing information and partnership working with parents, in order to further support children's learning at home.

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who attend

The childminder and her assistants provide children with a good range of resources and suitable activities to engage them in their learning. This helps children to make steady progress in their learning in preparation for starting school or nursery. The childminder collects information from parents about children's interests and preferences and uses this information to identify their starting points. The childminder and her assistants regularly observe, assess and plan mostly adult-led activities to support children's learning. The childminder also completes a learning journal and the progress check for children aged between two and three years, both of which are shared with parents. This helps her to track the progress children are making and to ensure additional support is obtained for those children, who need it.

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who attend

The childminder's playroom is child-centred and children have easy access to a wide range of resources, which support progress across all areas of learning. However, the quality of teaching is variable. This is because adults lack of secure understanding of how children learn and the role that they have in supporting children's learning. Teaching is often directed to the learning outcome and not the process of learning. This means that children are not always encouraged to develop skills that enable them to think things through or make choices for how they want to learn. For example, children are asked to use the role- play area as a veterinary surgery instead of a house, which children prefer it to be. As a result, although, children follow instructions, they quickly lose interest in the activity. Furthermore, at times, the childminder interrupts their thinking too quickly and does not give them time to work it out for themselves. Consequently, children do not fully engage

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who attend

in self-initiated learning and develop good skills for their future learning. Children develop an understanding of mathematical concepts through everyday activities, such as counting the pieces of blocks as they build their houses. They use descriptive language, such as 'big house' and 'small garden' and use their imagination to explain what each area of the house will be used for. This supports them to develop their language skills well. Children begin to develop their literacy skills through a range of appropriate activities. For example, adults read books to the children and encourage them to recall parts of the story that are familiar to them. As a result, children become skilful communicators.

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who attend

The childminder works closely with parents from the start to share information about children's learning. However, they are not consistently invited to offer their contributions and observations about what children do at home. This means that information about children's learning at home is not gathered to fully involve parents in their learning.

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

Children are happy and settled in the childminder's care where their emotional well-being is supported. The childminder and her assistants are warm and caring towards them. This helps children to develop secure attachments and emotionally prepare them for the move to the next stage of their learning. The childminder gathers good information from parents to ensure that each child's individual needs are met. She has a dedicated playroom and has a wide range of age-appropriate resources for children indoors and outside. Children show that they are confident in her care. For example, they move around the spaces freely and make independent choices about what they would like to play with. The childminder displays a range of photographs of the children and their family, presented as a 'family tree' and examples of their work around the playroom. This helps children to feel secure and develop sense of belonging in her care.

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

The childminder promotes children's physical skills well and ensures that they develop a good understanding of healthy lifestyles. The childminder's home is clean and well maintained and good standards of hygiene help to keep children healthy. She provides healthy meals and snacks and talks to the children about the importance of eating healthily. Children enjoy daily opportunities for fresh air and exercise, playing in the garden or going for walks to the park regularly. They behave well in the childminder's care. The childminder and her assistants encourage children to share and they reinforce good manners, for example, encouraging children to say 'please' and 'thank you'. This supports children to develop relationships supporting their emotional well-being.

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

Children have good opportunities to learn about keeping safe through planned activities, such as road safety and through discussions with the adults. The childminder ensures that the areas accessed by the children remains safe for them to play in. Regular checks are carried out of the childminder's playroom and equipment and children are supervised through good staff deployment. This means that children are kept safe and secure in the setting.

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provision

The childminder has a clear understanding of the safeguarding and welfare requirements. All the adults have attended appropriate training and are aware of the signs and symptoms of abuse. There is a safeguarding policy in place and the childminder and her assistant have a secure understanding of the procedures they would follow should they have a concern about a child in their care. All legally required documentation is in place. This includes children's details and accident and medication records. All adults within the home have had the required Disclosure and Barring Service checks and the childminder keeps a clear record of all visitors to her home. The childminder and one assistant both hold a current first-aid certificate. This means that any accidents can be dealt with quickly and appropriately. This helps to keep children safe and secure when in her care.

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provision

The childminder has developing systems in place to monitor the educational programmes and learning and development of each child. However, the effective use of planning and teaching strategies require improvement. This is because these do not consistently support the learning needs of all children, in order that they make the best possible progress in their learning. The childminder and her assistant talk on a daily basis about any concerns they may have or activities they have planned. In addition, one of the childminder's assistants is currently studying for an early years qualification at level 3, in order to develop her understanding of good quality childcare. However, arrangements for the supervision of the childminder's assistants do not sufficiently identify weaknesses in their practice to improve the quality of teaching. As a result, the quality of teaching is variable.

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provision

The childminder has recently completed the Ofsted self-evaluation form, which includes feedback from parents through completed questionnaires. As a result, she has a suitable understanding of her areas for development. The childminder has addressed the recommendations raised at the previous inspection. For example, she has increased her resources and planned activities to develop children's awareness of the diversity. This demonstrates a sound attitude towards continuous improvement. The childminder has developed close relationships with parents. Written feedback provided at the inspection demonstrates that parents are satisfied with the care and learning, which she provides. Policies and procedures are shared with parents to inform them of the management of the setting and her role and responsibilities. This means that parents are well informed about the service she provides. The childminder understands the importance of working closely

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provision

with other providers of the Early Years Foundation Stage to promote continuity of learning and care for children, who may attend more than one setting.

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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 EY356110 Local authority Warwickshire Inspection number 878372 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 14

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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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