Childminder in Telford and Wrekin

Inspection date

Previous inspection date 07/05/2014 24/11/2008

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early years provision

This inspection: 1 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 Teaching is excellent. The childminder has an exemplary understanding of children's abilities and expertly uses this knowledge to provide highly stimulating activities which drive children's learning.  Children are exceptionally happy, confident and motivated to learn. They feel very safe and show extremely high levels of independence and enjoyment. Children develop very strong and caring relationships with the adults who care for them.  The childminder has excellent understanding of her roles and responsibilities in relation to safeguarding children. Very rigorous and clearly written policies and procedures are in place to ensure the safeguarding and welfare of children. These are reviewed annually to ensure children's safety and welfare.  The childminder has established very successful ways to accurately observe children's development and plan for the next steps in their learning. She shares these with

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This provision is outstanding

parents and uses them to enable her to effectively target children's learning needs and interests.  Parents are very well informed about their children's needs. Very high levels of consistency and continuity of care, between the child's home and the childminder's setting, are very successfully supported by frequent and detailed exchanges of information about children's care needs and 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 in the downstairs rooms and outside.

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Inspection activities

 The inspector spoke with the childminder, her assistant and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector undertook a joint observation with the childminder during the morning.

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Inspection activities

 The inspector looked at children's assessment records, planning documentation, evidence of suitability of adults working in the setting and a range of other documentation.

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Inspection activities

 The inspector took into account the views of parents through written comments on the network questionnaires.

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Information about the setting

The childminder was registered in 1989 and is on the Early Years Register and both parts of Childcare Register. She lives with her husband, who is also her assistant, in a suburb of Telford. The whole ground floor of the childminder's house is used for childminding and there is rear garden for outside play. The childminder attends local carer and toddler groups on a regular basis. She walks to the local school to take and collect children. She visits neighbourhood shops, the park and other facilities on a regular basis. There are currently four children on roll, of whom three are in the early years age group. Children 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. She is a member of the Professional Association for Childcare and Early Years and the local childminder network. The childminder is registered to offer overnight respite care. She has an

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

 continue to enhance the already excellent outdoor provision, for example, by developing the digging area so that children have even more opportunities to explore and investigate.

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who attend

Teaching is outstanding. The childminder promotes children's development exceptionally well. She uses highly interesting adult-planned and child-initiated activities to extend children's thinking and learning. For example, a game to develop memory and recall using different fruits and vegetables extends children's vocabularies, knowledge of different fruits and vegetables, and includes aspects of healthy eating. She uses innovative ways to develop and extend children's learning. For example, the childminder and children become engrossed in observing a snail that a child has discovered in the garden. They discuss many different ways that they can identify the snail in the future and track its movements. They decide to put different coloured nail varnish dots on the shell, so that the snail can be identified later. As a result, children are highly active and fully engaged in their learning and make extremely good progress. Superb and dynamic questioning

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who attend

enables children to develop their knowledge when independently playing and investigating. For example, the childminder and children make pizzas for lunch and discuss the different textures of the toppings, using words like 'crunchy' and 'juicy'. She skilfully uses open-ended questions to challenge and extend children's understanding. For example, when eating lunch, the children and childminder discuss where they are sitting in relation to each other. Children use words, such as 'diagonally' and 'adjacent' correctly and with understanding. The childminder has produced attractive charts of familiar phrases and words to support the communication skills of a child who speaks another language at home. These resources also support other children's awareness of different languages. She plans specific activities to successfully support and extend learning and development, based on observed interests and needs. As a result, all children's communication and

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who attend

language is supported exceedingly well and they make excellent progress, using language with confidence and fluency to express themselves.

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who attend

The childminder shows very genuine interest in children's play and interactions. As a result, relationships between her and the children are outstandingly positive, caring and strong. Children are very confident and have consistently high levels of independence. They are highly active and motivated learners, showing great pleasure and enthusiasm for the activities and experiences offered to them. They freely engage in many independently selected activities which they sustain for long periods of time. For example, the children very happily ride tricycles round the outside area and create their own traffic light game with rules as their play develops. The childminder expertly challenges children to develop their skills and extend their learning. For example, she offers a potato peeler for children to peel carrots when preparing lunch and they show great confidence when handling this new tool. The childminder has a deep and comprehensive understanding of children's

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who attend

progress, their needs and interests. Assessment is rigorous and exceptionally comprehensive, giving an accurate picture of children's progress from their starting points. Learning record files are started as the child begins at the setting, using information provided by the parents. Frequent observations of children are carried out to monitor the child's progress and identify their needs and interests. These are cross-referenced to the areas of learning and development and next steps in children's learning are clearly identified. Written observations are supported by examples of children's work and by numerous photographs which are stored on memory sticks. The childminder very effectively uses all of this information, together with her deep understanding of the children, to write very detailed six monthly reviews of children's progress and development. Parents are fully involved in their child's learning and development as they

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who attend

are actively encouraged to take the children's files and memory sticks home and add comments. These provide a delightful reference to share with other family members. Parents add extensive and positive written comments to the six month reviews. The childminder uses highly successful ways to monitor and track children's progress and achievements. She uses all information and her personal knowledge in highly effective ways to develop her plans and adult-led activities. These are fully matched to children's needs and interests. As a result, children are making exceptional progress in their learning and development.

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who attend

The downstairs rooms used for childminding are very well organised. The childminder has created a very engaging and stimulating learning environment. This is continued into the inviting outside area which provides numerous interesting opportunities for children to explore and investigate independently. Nevertheless, there is scope to develop the 'mud kitchen' digging area in order to give children even greater opportunities to experiment and explore. The outdoor area provides lovely spaces for children to move, develop their physical skills, independence levels, confidence and explore and investigate. The childminder uses outdoor community areas very well in order to enhance the experiences she offers the children in her care. There are exceptional outdoor areas within easy reach of the childminder's home, such as activity play areas. These offer scope for many different activities to develop children's skills and learning. For example, children freely

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who attend

explore the local environment, develop their knowledge and understanding of the local area and extend their physical skills, imagination and independence. As children move between the childminder, their home and other settings, they are exceptionally well supported. As result, children's needs are given utmost priority and they are exceedingly well prepared for future stages in their learning. Children are very confident and emotionally very secure. Parents are warmly welcomed into the setting and have frequent exchanges of information with the childminder. There is an excellent range of high quality resources freely available for the children, which effectively and extend and support children's learning in all areas. Attractive and stimulating displays and labels inside support children's developing literacy skills. As a result, children engage in an extensive range of self-chosen activities, both inside and outdoors, which interest and motivate them.

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

Children's personal, social and emotional development is very successfully supported within the setting. This enables children to form very strong and caring relationships with their peers and the childminder and her assistant. Both adults know the children exceptionally well. As a result, children show a real sense of belonging; they feel very safe and have an especially strong developed sense of trust. For example, young children cuddle into the childminder and receive loving and sensitive attention when listening to a favourite story. Behaviour within the setting is exceptionally good and children respond to instructions and directions especially well. The childminder and her assistant are exemplary role models for the children. They treat the children with great respect and loving care. Boundaries within the setting are very sensitively reinforced which ensures that children are exceptionally safe and cared for. Children's understanding of safety

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

issues is demonstrated effectively through their play. For example, children understand how move safely on tricycles when pedalling speedily around the garden.

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

The childminder ensures a very hygienic and highly organised, attractive environment. She supports children in very effective ways to develop robust hygiene practices to prevent the spread of infection. For example, children respond positively and quickly when asked to wash their hands before eating snack and lunch. Children show very good understanding of how to keep the setting hygienic as they dispose of wet wipes appropriately without prompting. Children are provided with healthy and nutritious meals and snacks, which are prepared by the childminder, helped by the children. The planned menu offers very healthy, balanced and nutritious meals and snacks, which children clearly enjoy. Drinking water is freely available and children very competently pour their own drinks from jugs. All children are fully independent in their personal hygiene routines. Free movement between the indoor and outside areas and frequent walks in the local area, give children abundant

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

opportunities to move around freely, explore and develop physical skills, independence and confidence.

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

The childminder is highly successful in sharing information about children's care needs and interests with their parents. There are very high levels of consistency and continuity of care between the child's home and the childminder's setting. As a result, parents are very well informed about their child's needs. The childminder ensures that she customises the children's care according to their needs and ages. She places exceptionally high importance on getting to know children's preferences and interests. Highly purposeful conversations take place between the childminder and children. The childminder gathers their views on the available activities. For example, they discuss the different vegetables when making pizza for lunch and talk about their likes and dislikes with confidence. As a result, children are involved, active and motivated by the very interesting and highly innovative opportunities and experiences available to them.

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provision

The leadership and management of the setting is outstanding. The childminder and her assistant have clear roles and responsibilities which are highly supportive and complementary of each other. They work together very harmoniously and as a result, the care and provision offered to the children is exemplary. The ethos of the setting, promoted by the childminder and her assistant, is one of exceptional care and where children are the centre of everything they do. The childminder and her assistant have the highest aspirations for each child. There is a very positive, pervasive 'can do' attitude within the setting. The childminder is exceptionally passionate about her work and this is reflected in the quality of the provision. The childminder is extremely well-organised in all aspects of her work. She robustly ensures that she complies with all aspects of safeguarding and welfare requirements of the Early Years Foundation Stage. For example,

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provision

there are numerous, very thorough and clearly written policies and procedures in place to ensure the safeguarding and welfare of children. These are implemented highly effectively to ensure children's safety and welfare and are reviewed annually. The childminder fully understands her role and responsibilities in relation to safeguarding children. There are vetting procedures and documentation for all adults in the home. All the required policies and procedures, including risk assessments, are in place.

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provision

The childminder is well qualified and places high priority on training and updating her skills and knowledge. This contributes to the exceptionally high quality of the setting. As a result, the childminder fully understands how to extend and support children's learning, development and thinking in all areas. She shows an exceptionally strong commitment to the care and well-being of all children. For example, she uses genuine enthusiasm to inspire and challenge children's learning and development when talking about the movements of snail found in the garden. The childminder has an excellent understanding of how children learn and ensures the highly positive environment and innovative teaching methods contribute effectively to children's exceptional progress and learning, particularly in relation to communication, language, personal, emotional and social development. Children's achievements are very effectively and clearly tracked against the expected

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provision

levels of development to monitor their progress. The childminder makes very good use of the information to plan for children's progress. As a result, all children achieve exceptionally well. The childminder has developed a very effective and detailed format for completing the progress check at age two. This is well embedded into her assessment and tracking arrangements. An informative letter is given to parents before the check is completed and this gives them good opportunities to contribute. A designated meeting enables the completed progress check at age two to be shared with parents and carers. The childminder completes detailed six monthly reviews of children's progress and learning and these are shared with parents. Parents add very positive comments to the reviews about the quality of their child's learning and progress. There are very clear and achievable improvement plans in place. They are accurate, realistic and challenging and

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provision

developed through discussions with children and parents' questionnaires and feedback. Recommendations from the last inspection have been met in full. This demonstrates a strong capacity for further improvement.

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provision

Parent and carer written reviews are exceptionally complimentary about the service provided by the childminder. They have a very high degree of trust in the childminder and write enthusiastically about the quality of the care and educational provision. Parents and carers particularly appreciate the homely and loving environment in which their children are cared for. Parents are very well informed about the activities provided in the setting through frequent exchanges of information and a wealth of photographs. These exchanges are also highly effective in supporting a two way flow of communication, ensuring continuity and consistency of care for children. Parents provide detailed information about their child before they start at the setting and as a result, the childminder can plan appropriate and supportive activities to help the child settle. The childminder has been very proactive in developing links with staff from the local nursery

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provision

and as a result, partnerships are very strong and effective. She has also developed excellent partnerships with feeder schools and other local groups. As a result, children develop a high degree of confidence and are well supported as they prepare for the next stage in their 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 208424 Local authority Telford & Wrekin Inspection number 865542 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

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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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