Muskett Lynne Valerie

Inspection date

Previous inspection date 07/10/2014 05/10/2009

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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

 Children form secure emotional attachments with the childminder and show high levels of confidence and independence.  Children are settled and happy because the childminder has familiar routines, which she implements with care and affection. She reflects on and reviews her practice, to ensure that they feel safe and secure.  Children make good progress in their learning and development and have a positive attitude to learning. This is because the childminder knows them well and provides experiences that she knows they will enjoy.  The partnership with parents and outside agencies is effectively managed, as the childminder shares relevant information regarding child development, ensuring that children's needs are met.  Children are protected well. The childminder has a secure understanding of her role and responsibility to safeguard children. The childminder implements effective practices to minimise hazards to children.

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It is not yet outstanding because

 Opportunities to maximise children's understanding of information technology are not yet fully supported.

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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 taking place in the lounge.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times during the inspection.  The inspector viewed the areas of the premises and garden used for childminding.  The inspector took account of the parents views through written feedback.  The inspector looked at children's observation and assessment records.

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Inspection activities

 The inspector checked evidence of suitability of all members of the household, the childminder's qualifications and her self-evaluation.

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Information about the setting

The childminder was registered in 1995 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives in Coundon, Coventry, with her adult child. The whole of the ground floor, first floor bathroom and rear garden are used for childminding. The childminder attends several toddler groups and visits the park on a regular basis. There are currently five children on roll, three of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round, from 8am until 6pm, Monday to Friday, except for bank holidays and family holidays.

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

 extend the opportunities to further develop children's understanding of technology, cause and effect, through activities such as using cameras, torches and remote controlled equipment.

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who attend

The childminder has a good knowledge and understanding of how children learn and develop, which she uses to effectively support them to make good progress. This helps prepare them well for nursery or school. The childminder ensures that she develops a good understanding of children's individual needs, preferences and interests through ongoing discussion with parents. Detailed observations and assessments of children's progress and development enable the childminder to monitor their progress and plan a variety of activities to enhance their learning. Children's next steps in learning are identified and activities take account of future learning needs. Parents are actively encouraged to share their child's interests from home, which supports their learning. The childminder communicates daily with parents, so both parties are up to date with their child's progress and achievements. The childminder's home is relaxed and child-focused

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who attend

and children move confidently in the areas available to them. Resources are stored at low level, enabling children to access them freely. This continually encourages children's independence, as they initiate their own play.

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who attend

Children learn about different cultural events that take place throughout the year. They access puzzles, books and small world figures that reflect positive images of diversity and the wider world. The childminder supports children's development very well through a broad and interesting range of activities, which are appropriate for their ages and abilities. Younger children begin to explore new vocabulary because the childminder engages with them and responds to their questions appropriately. Babies enjoy the time spent with the childminder, as she talks and interacts with them. They use a variety of soft toys and activity toys engage their attention. Babies have various electronic toys that make different sounds which capture their interest. However, opportunities for older children to gain an understanding of technology are not yet fully established.

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who attend

The childminder encourages children to become mobile, as they spend time on the floor developing their confidence as they begin to crawl. The childminder encourages older children to talk about things they have done at nursery or pre-school during the morning. This encourages children to become confident communicators. Children's social skills develop, as they regularly meet with other children at various groups they attend. Children enjoy art and craft activities that encourage them to explore paint, dough and gloop. They make marks using their hands, brushes, pens and paper, which encourages the development of coordination and dexterity, in preparation for their early writing skills. Children enjoy using natural materials, such as leaves and pasta, as they glue them onto pictures that reflect autumn. This helps develop their small muscle skills and encourages their hand and eye coordination.

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

Children's safety is maintained, as the childminder takes suitable steps to ensure that her home, garden, and any outings taken, are safe and suitable. Potential risks within the home and garden are clearly identified and appropriate steps taken to minimise them. Children fully understand the routine to follow in the event of an emergency and regularly practise the fire evacuation procedure. Their understanding of their own safety is further enhanced as they follow consistent routines when crossing the road. Younger children are transported in buggies, which are well-maintained and suitable for their needs. The childminder is a good role model to children and builds their confidence and self-esteem through praise and encouragement. Children are encouraged to take turns and share resources and younger children are supported as they learn to negotiate through play. Children are also reminded to be careful when playing near, or with, any babies being

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

cared for. This builds their awareness of the needs of others. The childminder supports children well in this aspect, which encourages their good behaviour.

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

Children's social skills are continually encouraged, supporting their emotional development in preparation for the transition to pre-school or school. Their health and well-being is promoted well, as they spend time outdoors each day, walking to and from school and playing with a variety of play equipment in the park or garden, which helps develop their physical skills. They use climbing equipment and wheeled toys as they develop their balance, control and coordination. They enjoy collecting leaves and conkers at the park, which they use in various art and craft activities. Children's independence continually grows as they become confident when using the toilet and washing their hands at appropriate times during the day. This promotes their health and well-being effectively. Very young children's personal care needs are sensitively met. The childminder follows appropriate nappy changing routines to ensure their comfort is maintained throughout the

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

day. Children's individual routines are well known by the childminder and incorporated into the daily routines. They rest and sleep according to their needs and there are opportunities for children to enjoy books with the childminder, giving them time to relax and enjoy quieter play.

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

Children's dietary needs and preferences are discussed with parents, who provide packed lunches for their children each day. Children's independence is actively encouraged, as they feed themselves and access drinks as they wish. The childminder works closely with parents of small babies, supporting them as they complete the weaning process. The childminder provides healthy snacks during the day and drinks are freely available. She has formed close relationships with the children, which has a positive impact on their emotional development. Children are happy, relaxed and comfortable within the daily routine. Discussions between parents and the childminder ensure children's needs, routines and interests are well known and incorporated into the day. This effectively supports the transition from home into the childminder's home and children feel safe and secure in her care.

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provision

The childminder's knowledge and understanding of her role and responsibility in protecting children in her care from abuse and neglect is secure. She fully understands the correct procedures to follow, should she have a concern about a child in her care. Adults in the home hold Disclosure and Barring Service checks to ensure their suitability and clear routines ensure that children are not left unsupervised with un-vetted adults. Required policies and procedures clearly reflect the service provided and are shared with parents. Information is also provided by the childminder, regarding the procedure for parents to follow, should they have any concerns about the service they or their children receive. The childminder has a good understanding of children's individual needs and personal details are held. This assures children's safety, health and well-being.

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provision

The childminder deals with minor accidents appropriately, as she holds a valid first-aid certificate and shares medical records with parents. Children's individual medical needs are discussed and parental consent is obtained for any medication that is needed. Partnerships with parents are good, as they regularly share their views and opinions about the service they and their children receive. The childminder welcomes their comments. Alongside her own reflection of practice, she clearly identifies the strengths in her provision and any areas for development. The childminder is proactive with regard to her own professional development and accesses various training courses. This has a positive impact on the children she cares for, as she continually enhances her knowledge of good quality childcare.

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provision

Children feel safe and secure, as they settle gradually into the childminder's home, visiting on several occasions to become familiar with their new environment and the other children in her care. Parents share their child's individual needs, routines and preferences, which are incorporated into the daily routine. This ensures the transition from home to the childminder's house is relaxed and enjoyable. Communication between parents and the childminder is good. Parents are fully informed of their child's day, the activities they have enjoyed and their progress and achievements. The childminder has good relationships with local schools and early years settings. Children receive continuity of care, which has a positive impact on their learning. The childminder and other early years providers regularly share information about children's progress and development and share ideas about ways of extending children's learning. The childminder continually monitors the educational

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provision

programme through her own observations and assessments of children's progress. This enables her to identify any emerging needs and gaps in their learning and take appropriate action to seek any early intervention that may be needed. The childminder works with parents to complete the progress check for children between the ages of two and three years, to share with other professionals.

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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 510510 Local authority Coventry Inspection number 855592 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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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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