Childminder in Staffordshire

Inspection date

Previous inspection date 07/10/2014 24/03/2009

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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 childminder creates a warm, welcoming environment where children feel safe and secure. This has a positive impact on children's emotional development and self- confidence, preparing them well for the next stage in their learning.  The childminder uses her secure knowledge and understanding of how children learn to provide a wide range of resources, activities and experiences. As a result, teaching is purposeful and children are fully engaged and motivated to learn through play.  The childminder has a good overview of children's needs, as systems used for evidencing assessments of children's development are effective. This results in children being well supported to make good progress, in relation to their starting points and capabilities.  The childminder takes effective steps to reduce potential dangers and is confident in her responsibilities with regard to child protection. Therefore, children are safeguarded

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It is not yet outstanding because

 Children are not always able to easily access toys and resources without adult support. This means there are fewer opportunities for them to always lead their own play.  The childminder has not yet developed highly successful strategies to engage other settings in working together to complement and enhance children's learning and development in order to help them make best possible progress.

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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 spoke to children at appropriate times while they played.

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Inspection activities

 The inspector checked evidence of suitability of the childminder and family members.

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Inspection activities

 The inspector spoke to the childminder about the daily routines, children's individual learning and conducted a joint observation.

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Inspection activities

 The inspector looked at policies, children's assessment records and a range of other documentation.

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Inspection activities

 The inspector looked at evidence of self-evaluation including the views of parents from contributions made in documentation.

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Information about the setting

The childminder was registered in 1992 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two adult children in a house in Wombourne, Staffordshire. The whole of the ground floor, bathroom on the first floor and an enclosed garden are used for childminding. The childminder attends a toddler group and activities at the local children's centre. She visits the local library, shops and park on a regular basis and collects children from the local schools and pre-schools. There are currently 12 children on roll, of whom five are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7.15am until 5.30pm, Monday to Friday, except bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3.

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

 enhance opportunities for all children to make independent choices from resources and activities, for example, by using and displaying more pictures and visual prompts

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

 extend the already good strategies that promote effective partnerships between the childminder and other settings, so that children benefit from a greater shared approach to help them to make the best possible progress in their learning and development.

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who attend

The childminder's teaching skills are rooted in secure knowledge of the learning and development requirements. As a result, children are well supported to make good progress, taking into account their starting points and capabilities. During the settling-in period, the childminder collects useful information from parents. She uses this information and her own detailed observations and assessments as a starting point to plan for how she can help children to learn more. The childminder reflects on what arouses children's curiosity and interests to provide a well-organised range of adult-led activities and resources that supports children to initiate their own play. She is confident in her abilities and uses her very good knowledge of how children learn to promote engagement across all seven areas of learning and development. The childminder responds to children's individual learning and development needs and is adept in following their lead as the focus

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who attend

of their play changes. For example, as children choose a book and she prepares to read it to them. Children settle down and demonstrate their understanding of the way a story is structured. They begin to 'read' the story themselves and the childminder expertly helps them to recall key events and about think what comes next.

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who attend

The childminder uses effective and clear systems for recording and assessing children's development, which clearly identify next steps in their learning. As a result, she has a good understanding of individual children's learning needs. This ensures that she provides good levels of challenge that are appropriate to children's age and stage of development. She regularly reviews her assessments of children's progress and uses this information to identify any gaps in their development. She makes good use of the information to help plan effectively for children's next steps in their learning. For example, children investigate healthy toppings to make a pizza. This well-planned activity, followed a previous experience where the childminder had identified how children had shown an interest, but wanted to observe others rather than engage in the activity. The childminder effectively introduces everyday mathematical language to encourage children to cover the base in

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who attend

sauce and helps them to name the ingredients and consider where to position them on top of the pizza. She skilfully encourages children to explore and keep on trying as they develop new skills. They share their interest and delight in the activity as they recall and describe the previous experience. As a result, children's self-confidence is reinforced and their communication and language development is promoted. This also helps the childminder to gain an understanding of what children know and understand about shape, space and measure in their mathematical development.

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who attend

The childminder uses effective processes for evidencing and tracking children's learning and development to ensure she maintains a good overview of their achievements. She shares children's individual progress with their parents through daily conversations, a baby diary system and the regular sharing of development records. She shares information about children's achievements with parents, so that they too can support their children's learning when they return home. There are many good and meaningful interactions and opportunities for children to engage in conversation, which supports their speaking and listening skills. For example, as children play a picture matching game, they make links with the pictures in the game and a character in a familiar story. The childminder uses a high level of understanding of effective communication to model language very well and to help children to make sense of their world. As their understanding and language skills are

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who attend

effectively supported, they display positive settled relationships. Children feel confident and are encouraged to keep trying, strengthening their personal, social and emotional development. Overall, the childminder has a secure understanding of the learning and development requirements and supports children well, so that they develop skills in readiness for the next stage in their learning.

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

The childminder ensures that parents feel welcome in her home and are confident with her abilities as information she provides covers all aspects of the safeguarding and welfare requirements. She engages very well with parents to gain all necessary care and educational information and invites children and their parents to visit for settling-in sessions. This ensures children's routines, interests, likes and dislikes are considered when preparing for them to be cared for in her home. Consequently, children feel safe and secure and are settled and ready to learn. The childminder sets out resources and plans activities that she knows interests the children and that they will enjoy taking part in. This reinforces their sense of belonging, resulting in children being confident to explore and investigate their surroundings. However, children are not always able to easily access toys and resources without adult support, thereby affecting their ability to consistently make

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

independent choices about what they play with. Nevertheless, the childminder ensures that children remain motivated and interested in their play by making regular changes to the resources provided. The childminder has a very good awareness of children's emotional needs and places an emphasis on building attachments with children. She uses close purposeful interactions to form appropriate relationships with children to support their self-confidence and emotional development. For example, as children concentrate on dressing their dolls. The childminder skilfully helps them to keep trying when they struggle to get an arm into a sleeve, as they begin to develop their own strategies for doing things, they look to her for reassurance. Children benefit from continuous praise and encouragement and as a result, their self-confidence and physical development are enthusiastically supported.

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

The childminder regularly walks to and from school and plans opportunities to visit the local parks or to play in her garden. Consequently, they enjoy fresh air and exercise and develop their physical skills. Children are encouraged to eat a healthy diet. The childminder promotes the importance of eating a balanced diet with parents during the settling-in period. She ensures children's dietary needs are met, following discussions with their parents. The childminder provides homemade meals and encourages children's independence at this time as they follow appropriate hand washing routines and are encouraged to feed themselves. For example, children express that their food is too hot and make the connection with a familiar story and go onto explain that they will 'blow the house down' as they pretend to cool their food. Children have access to plenty of drinks throughout the day and the childminder promotes the healthy choice of fruit at snack

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

time. As a result, children gain an understanding of the importance of healthy lifestyles. The childminder supports children in gaining an awareness of, and encourages them to attend to their own personal care routines. For example, during nappy changes, she talks and explains what she is doing and then engages children in singing a song about washing their hands. As a result, they gain self-confidence, self-awareness and an understanding of their own needs.

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

Children are encouraged to behave well as the childminder is a good role model and provides clear and consistent boundaries. She shares her expectations with parents during the settling-in period, which are reinforced through her well-written policies and procedures. As a result, children benefit from consistency and continuity in their care, learning and development. The childminder maintains effective daily and weekly routines that enhance children's self-confidence and self-awareness. For example, the childminder skilfully prepares children for changes that are coming up. This helps them to adjust their behaviour to different situations and take changes of routine in their stride. The childminder ensures children's safety through clear written risk assessment of regular trips and outings. Childminding areas of her home and garden have been assessed and good steps taken to minimise potential risk. As a result, children can move safely and

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

independently within the areas available to them. Children learn about keeping safe, as they take part in fire evacuations. Younger children benefit from the support of their older peers, as they are more familiar with what they have to do in an emergency. The childminder seeks permissions from parents, to ensure they are in agreement with their children using larger play equipment. As a result, children have more opportunities to take developmentally appropriate risk when they visit local parks. The childminder uses her high level of awareness of how children learn to provide an individually appropriate level of support and guidance on how to use the equipment safely.

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provision

The childminder has secure knowledge of the requirements of the Early Years Foundation Stage. This includes a good understanding of safeguarding and the procedures to follow if she has any child protection concerns about a child in her care, including what she would do if an allegation were made towards her or her family. All required documentation and records are clear and well written. This includes risk assessments, that the childminder maintains effectively through regular reviews and daily checks. The childminder understands about informing Ofsted of any significant events. All adults within the home have completed suitability checks through the Disclosure and Barring Service, ensuring they are safe to be in the proximity of children. The identity of visitors is checked and there are very good boundaries around the use of the internet, cameras and mobile phones. As a result, the childminder's practice is effective in underpinning children's safety

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provision

The childminder establishes strong relationships with parents that are supported through daily handovers and regular updates on children's learning and development. There are clear procedures in place and permissions gained from parents, to promote individual children's health and safety needs. All information is safely recorded and shared with parents encouraging effective communication. The childminder engages parents successfully in her practice and regularly seeks their opinions through questionnaires. She includes older children in this process as she asks the reflective question, 'what is it like for a child here?' She is appreciative of the feedback and takes all reasonable steps to ensure that everyone's opinion is considered. Feedback from parents is extremely positive, they comment favourably, that it is the best decision they have ever made in choosing the childminder; and 'you work like part of a team with us'. She has systems in place to

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provision

regularly share children's progress with parents and understands her role in supporting effective communication when children attend more than one provision. As a result, the childminder has established good relationships with local settings and schools. However, she has not yet been successful in always engaging other providers in sharing important information, about children's learning and development in other settings. Nevertheless, the childminder is fully committed to continue to enhance systems that promote working in partnership to complement and extend children's learning.

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provision

The childminder has secure knowledge and understanding of her responsibilities regarding the learning and development requirements of the Early Years Foundation Stage. She recognises the need to monitor the breadth of areas of learning and reflect on previous observations and assessments to ensure that children remain motivated and interested in their learning. The childminder has good overview of children's progress, as procedures used to track children's development are effective. This demonstrates her strong knowledge of how children learn. The childminder is fully aware of the requirement to provide parents with a written summary of the progress check for children between the ages of two and three years. This includes the importance of identifying any required intervention and accessing additional support when necessary. The childminder continually reflects on how she can improve her work with children and the importance of supporting

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provision

their welfare and development. She undertakes thorough self-evaluation, highlighting strengths and areas for improvement. For example, she has identified working in partnership with parents as a particular strength and this is certified in written feedback from parents. The childminder welcomes visits from her local authority advisor and works closely with other local professionals to access training, peer support and encouragement.

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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 209481 Local authority Staffordshire Inspection number 865618 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 12

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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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