Childminder in Staffordshire

Inspection date

Previous inspection date 07/10/2014 21/01/2009

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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. The childminder demonstrates a sound knowledge of the areas of learning and how children develop. She uses her observations of children's play to assess their development and to plan a wide range of activities to help them learn.  The childminder's understanding of safeguarding procedures is strong. This makes sure that children's welfare is protected and they are kept safe from harm.  Children have good bonds with the childminder, who is very caring and attentive to their needs. They are very happy and settled in this homely and welcoming environment. This enables them to be confident to explore their surroundings because their emotional needs and overall well-being are supported.

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It is not yet outstanding because

 Babies and younger children have fewer opportunities to use and explore freely with natural and everyday resources that encourage them to use their senses and be curious.  Opportunities to encourage parents to share information about their child's achievements at home are not always maximised.

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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 undertook a joint observation with the childminder.

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Inspection activities

 The inspector checked evidence of the suitability and qualifications of the childminder and looked at her self-evaluation plan.

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Inspection activities

 The inspector reviewed relevant documentation, including children's learning journals and a sample of policies and procedures.  The inspector viewed the premises, toys and equipment.  The inspector took account of the views of parents through written documentation.

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Information about the setting

The childminder was registered in 1998 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and their two adult children in a house in Tamworth, Staffordshire. The whole of the ground floor is used for childminding. There is an enclosed garden available for outdoor play. The family has a pet dog, cat and tortoise. The childminder collects children from local schools. There are currently seven children on roll; three of whom are in the early years age range and they attend for a variety of sessions. The childminder operates all year round, from 7.30am to 5.30pm, 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:

 provide babies and young children with more opportunities to discover and explore through all of their senses by using a wider range of sensory and natural materials

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

 build on the already good relationships with parents and carers, so that they are more confident in sharing information about what their child learns at home, and use this information to plan together ways to further help their child to move forward in their learning.

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who attend

Children make good progress because the childminder has a thorough knowledge of how they learn. Her knowledge of child development makes sure that children are supported effectively, in order to be successfully ready for school. The childminder gathers detailed information from parents, prior to children starting with her, in an All about me sheet. This enables the childminder to identify clear starting points and plan activities based on the interests and stage of development of individual children. Detailed observations and assessments are undertaken, providing the childminder with a clear focus on how to support each child in their next steps of learning.

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who attend

The childminder deploys effective teaching methods and has a good understanding of the seven areas of learning. Children's communication and language is skilfully supported. The childminder constantly chats to the children, imitating sounds and repeating what they say and do. She sits on the floor with them, gives them lots of eye contact and repeats words back to them. As babies look at board books and point to the pictures, the childminder names the object, which supports the youngest children to develop their growing vocabulary. Children have easy access to a wide range of suitable resources, promoting their independence skills. Babies enjoy playing with stacking blocks and listening to the sounds they make as they shake them. The childminder makes sure there is plenty of room for them to crawl and pull themselves up on furniture to encourage them to experiment with the skills needed for walking. However, there are fewer opportunities for

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who attend

babies and young children to explore freely with their senses by using natural materials and everyday objects, such as spoons, pans or different textured materials. This type of resource helps young children to learn to be curious, make choices and discover new things. Older children enjoy dressing up and playing with dolls which develops their imagination. Their understanding of early mathematical concepts is supported as they play board games, build with construction sets and enjoy baking activities with the childminder. There is a wide range of drawing and craft materials which children can use independently, allowing them to express their ideas and be creative. Children's early literacy is promoted well. There are a variety of books, suitable for all ages, which are attractively displayed and within easy reach to encourage children to develop a love of reading. Good use is made of local community resources, such as the park and soft play

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who attend

facilities; to help them learn about the world they live in and develop their physical skills.

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who attend

The childminder has developed good relationships with parents. She spends time at the beginning and end of the day discussing their child's achievements and care needs. For example, the childminder regularly shares learning journey records with children's parents, and discusses their child's next steps and development. However, the childminder sometimes overlooks using these times to encourage parents to share more detailed information about what their child learns and does at home. Consequently, some opportunities for the childminder and parents to work together to plan a child's future learning are missed. The childminder demonstrates she has the required information to complete the progress check for children between the ages of two and three years, when required.

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

Children are happy and very settled in this warm and caring environment. They are confident and content as a result of the childminder's gentle approach. As a result, children form strong attachments and their emotional needs and overall well-being are securely supported. The childminder works closely with parents during a settling-in period which she uses to gather information. This ensures that children's care routines match those that parents follow at home, and so children's individual needs are met. The childminder uses praise and encouragement to support children's good behaviour and children respond positively to this. For example, babies respond with a smile as they are gently reminded not to touch some objects.

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

The childminder promotes children's good health with regular opportunities for fresh air and exercise. For example, children have regular visits to the local park. She provides healthy and nutritious snacks, with parents providing a meal or packed lunch. The childminder is very aware of protecting those children who may have allergies. She has regard to good food hygiene and checks the ingredients of certain foods to ensure she is aware of all the ingredients they contain. There are clear policies and procedures for the administration of medication and the childminder holds a paediatric first-aid certificate. Children learn about self-care skills as they are encouraged to feed themselves. They gain a good understanding of health and personal care issues, such as hand washing before meals and after nappy changing. Children play in a safe and well-organised environment. There is a wide range of resources which the children can access independently. They

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

learn about keeping safe and regularly practise emergency evacuation procedures and road safety when on walks in the local area.

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

The childminder helps children prepare for their move onto other settings or school by developing their social skills and independence. Children attend a local toddler group with the childminder, where they mix with other children. They explore and gain confidence in new situations as the childminder takes them to local attractions. Children learn to exercise and take manageable risks as they visit soft play areas and are shown how to use the equipment safely. Young children become familiar with the school they are likely to move on to because they accompany the childminder when she takes and collects older children to and from the same school.

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provision

The childminder has a secure understanding of her responsibilities to meet the safeguarding and welfare requirements of the Early Years Foundation Stage. She makes sure her child protection knowledge is updated through appropriate training. As a result, the childminder has a clear and comprehensive understanding of how to safeguard children in her care. All adults living on the premises have undergone the required suitability checks. The childminder makes her broad range of written policies and procedures available to parents so that they are clear about her practice. Children's safety in the home and on outings is promoted well. The childminder completes regular safety checks to identify any hazards and implements effective safety measures to minimise these. All the regulatory requirements are in place, such as keeping records of children's details and holding public liability insurance. As a result, children play in a safe and secure

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provision

The childminder is experienced and holds an appropriate childcare qualification. She demonstrates a good understanding of how children learn and has a good knowledge of the learning and development requirements. There are effective systems in place for monitoring children's progress and the childminder demonstrates her ability to identify and address gaps in their learning. The comprehensive learning records, which are completed for each child, are regularly shared with parents. The childminder consistently reflects on her practice and has completed a detailed written self-evaluation document. This enables her to accurately identify what she does well and shows plans for the areas of her work that require improvement.

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provision

There is a good working relationship between the childminder and parents. The childminder communicates effectively with parents, both during daily chats and through the use of a written daily diary. Written comments from parents suggest how much they value the childminder and are happy with the care and education she provides. The childminder has good links with the local nursery and schools where she collects children and she works closely with them. She understands the importance of working with other settings and outside professionals, if the need arises, in order to promote continuity in children's care and 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 209455 Local authority Staffordshire Inspection number 864160 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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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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