Childminder in Walsall

Inspection date

Previous inspection date 08/10/2014 07/04/2010

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early years provision

This inspection: 2 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 2

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This provision is good

 The childminder has a good knowledge and understanding of how to effectively safeguard children in her care. Her home is safe and secure, she is aware of how to identify indicators of abuse and knows how to protect children. Consequently, children's safety and well-being are promoted.  The childminder provides an interesting range of activities for children. Her effective teaching means that they make very good progress across all areas of learning.  The childminder provides a caring environment in which she offers ongoing support. As a result, children's emotional needs are met very well. Children are happy, settled and they form good relationships with the childminder and their peers.  There are strong partnerships with parents, who are involved in their children's learning and share daily information about their children. This means the changing needs of all children are met very effectively so they are emotionally secure and achieve well.

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It is not yet outstanding because

 Children's literacy skills are not always fully supported as they do not have a wide enough range of opportunities to recognise letters and write their names on a regular basis.  The childminder does not fully explore all ways for children to learn about healthy eating because opportunities for them to learn about different foods and the importance of a healthy diet are not always promoted.

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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 the children engaged in a range of learning activities, play and daily care routines.

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Inspection activities

 The inspector looked at children's assessment records, planning and a range of other documentation, including evidence of the childminder's and her assistants suitability and qualifications.

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Inspection activities

 The inspector looked at and discussed the childminder's self-evaluation process and improvement plans.

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Inspection activities

 The inspector spoke to the childminder, the childminder's assistant and the children during the inspection.

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Inspection activities

 The inspector took account of the views of parents and carers, including recent letters and questionnaires from parents containing their comments on the provision.

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Information about the setting

The childminder was registered in 2009 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three children aged three, 10 and 13 years, in the Tipton area of Sandwell. The childminder works with an assistant who is her husband. The whole of the ground floor of the property is used for childminding. There is a garden available for outdoor play. The childminder collects children from one local school and pre-school. Children can attend for a variety of sessions, including before and after school. She operates from 7.30am until 6pm. She is currently minding four children in the early years age range and five children over five years.

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

 enhance children's early writing and literacy skills, for example, by providing more opportunities for children to recognise letters and write their names

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

 provide more opportunities for children to learn about healthy eating, by helping them to understand the importance of eating well and by encouraging them to try a greater variety of fruit and vegetables.

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who attend

The childminder demonstrates good knowledge of how children play and learn. She plans suitable learning opportunities in which children are engaged and interested. She obtains detailed information from parents about what children can do and their interests. This information, alongside her own observations and assessments of children, provides her with starting points from which to plan for the next steps in children's learning. This means that children make good progress because they are enjoying what they are doing. Parents are very well informed about children's progress. This is because the childminder speaks to them each day about the activities that they take part in. She regularly discusses with parents the targets that children are working towards, and together they agree shared strategies to help children. For example, how they can help a child who is finding it difficult to share toys and equipment with their peers. The childminder and

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who attend

parents use the same strategies to ensure that children are provided with consistency. This means that children's personal, social and emotional development is well supported.

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who attend

The childminder records observations of children, so that she can assess their levels of progress and to identify and address any gaps in their learning. She completes routine assessments, such as the progress check for children between two and three years. This means that parents are provided with a written summary of their children's progress. The childminder plans activities for children, so that she can focus on what they need to do next to make progress across each area of learning. However, there are further opportunities for the childminder to extend children's skills in literacy. This is because children do not always have a wide enough range of opportunities to recognise letters and write their names on a regular basis. Nevertheless, the childminder regularly reads to children and uses a range of activity books that encourages children to begin to practise writing some letter shapes. Children listen to the childminder and show interest in what

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who attend

she is teaching them because she speaks clearly and playfully to them. Children readily share what they are doing because she joins in with them. For example, when children are playing with a selection of interlocking blocks and small world figures, the childminder says ' shall we find five blue pieces and build a tower'. The child then counts out five blocks and they build a tower together. This shows that children are gaining skills in mathematics during their play that supports them in readiness for school. The quality of teaching is good, helped greatly because the childminder and her assistant know children so well. Consequently, children are happy and relaxed, which means they learn while they are playing.

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who attend

The childminder regularly attends stay and play sessions at the local school and pre- school, where all minded children attend or will move to. This enables younger children to become more familiar with these different settings. In addition, older children who attend the childminder's home on a part time basis, have opportunities to see and play with her in the other setting that they attend. This means that the childminder is able to share information about children's progress with school staff. Furthermore, she supports the transition to school or pre-school by providing detailed information about children's strengths and weaknesses. This sharing of information means that children get any help or support that they may need when they move on to the next stage in their early education.

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

Children show that they see the childminder and her assistant as key people in their life and show that they feel comfortable in her home. They are able to use all areas downstairs in the childminder's home and the environment is safe and suitable. There is also access to an enclosed garden at the rear, which is used throughout the year. There is a good range of resources that children can use both indoors and outdoors. The childminder undertakes routine safety checks to make sure that her premises remain safe and suitable. This includes emergency fire drills carried out with children, which happen on a regular basis. This helps children to understand the steps needed to keep themselves safe in an emergency. The childminder promotes opportunities for children to develop independence. For example, she reminds them to wash their hands after going to the toilet and before eating food. This is supporting children to begin to understand the

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

importance of a healthy lifestyle. Although the childminder provides children with fresh, healthy foods at mealtimes, she reports that children do not always enjoy eating fruit and vegetables. However, she has not fully considered additional ways to encourage them to try a greater variety of fruit or vegetables, for example, by allowing them to explore different tastes and textures that they might prefer.

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

Children build strong relationships with the childminder and her assistant, which promotes their well-being and confidence. Older children benefit from using a traffic light system that helps to remind them how to manage their own behaviour. For example, the colour green is used to show they are behaving well, while amber and red help them to recognise when their behaviour is not acceptable. This has been introduced to follow a similar scheme to one also used at the school these children also attend. This means that the childminder gives consistent, clear messages that support children to play together well and act positively. The childminder and her assistant are good role models because they speak positively to children and remind them about rules and boundaries. They support children to understand why they can or cannot do certain things and prompt them to think about what they are doing and why. For example, when they ask children to come

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

in from outside they say 'we need to come in now because it is really raining and the floor is too slippery'. Children have access to toys and resources that meet their individual needs and interests. For example, older children play table based sports games, whereas younger children can easily access equipment, such as, a role-play kitchen, cars or trains. As a result, children are engaged in purposeful play during their time at the childminders.

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

The childminder provides a caring environment which makes sure that children's emotional needs are met very well. The childminder has good relationships with the parents and families of children who attend. She supports parents to access relevant support where appropriate, which ensures that all children are getting the help that they need. She also provides information via documents sent to other professionals at parents' request. This shows that the experience and training that she has obtained is used to benefit the children in her care. Children are well prepared for the move to school because of the close links the childminder has with local schools. For example, they regularly visit the local school on a weekly basis and also attend a variety of events at the school, such as sports day.

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provision

The childminder fulfils her responsibility in meeting the requirements of the Early Years Foundation Stage. Children are cared for in a safe and secure environment and as a result, they are able to learn and develop, preparing them for the next stage in their life. The childminder has a good understanding of her role to effectively safeguard and protect children from harm. She has a range of written policies and procedures to support her work with children. This includes the procedure to be followed if an allegation is made against her or a member of her household. The childminder is clear on how she would share and report any concerns that she might have about children. She has attended training that helps her to identify the possible signs of abuse; this also ensures her ability to keep children safe. The childminder has a well ordered, comprehensive set of procedures and policies that she uses effectively to support her practice. She obtains all

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provision

necessary information about children prior to them starting, and records children's attendance each day.

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provision

The childminder and her assistant have good relationships with the parents of children who attend, and they are highly regarded by them. Parents are asked to complete regular questionnaires, which give them the opportunity to express their views. The childminder is committed to making sure that children enjoy their time with her, feel safe and make progress in their learning. She has a good understanding of how children learn and she effectively monitors all children's development. She uses information from her observations to ensure she offers a varied and stimulating education programme. Children benefit from good quality teaching that occurs during play based activities that they enjoy. This helps children to develop good skills for the future and supports their smooth transitions into pre-schools and schools.

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provision

The childminder understands the need to link appropriately with other providers. She shares information as required and strives to strengthen the links with other providers, to best support the children in her care. The childminder has undertaken recent professional training in childcare and early education to ensure that she has the required skills to do so. She also makes sure that both she and her assistant attend other important training, such as paediatric first aid. This demonstrates her commitment to continually maintain and improve the service that she provides. The childminder has carried out a self-evaluation of her practice, which has identified areas for further development. This has ensured that all previous recommendations have been fully considered and implemented into daily practice.

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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 EY399136 Local authority Sandwell Inspection number 879344 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 9

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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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