Childminder in Warwickshire

Inspection date

Previous inspection date 10/10/2014 22/12/2008

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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 provides children with a wide variety of stimulating resources and activities, both indoors and outside. Consequently, children are engaged, motivated to learn and make good progress.  Children are safe and well cared for because the childminder actively monitors all aspects of her provision. She successfully identifies and minimises potential risks, and has a secure knowledge and understanding of effective safeguarding procedures.  The childminder ensures that her home and resources are maintained to a high standard. She consistently follows and models excellent hygiene practices. Consequently, children's health is effectively supported.

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It is not yet outstanding because

 The childminder does not use highly successful strategies to engage all parents in their children's learning at home. Consequently, children's progress is not exceptionally-well supported.  The childminder does not fully embrace all opportunities to help all children express, understand and manage their emotions. Consequently, the good support for children's emotional well-being has scope for further improvement.

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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 compulsory part 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 childminder engage in a range of indoor learning activities, play and daily care routines with the children.  The inspector held conversations with the childminder and children.

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Inspection activities

 The inspector had a tour of the areas of the childminder's home used for minding purposes.

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Inspection activities

 The inspector viewed evidence to confirm the suitability of all adults living on the premises.  The inspector looked at a selection of policies, procedures and children's records.  The inspector viewed some written feedback obtained from parents.

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Information about the setting

The childminder has been registered since 2003 and is on the Early Years Register and the compulsory part of the Childcare Register. She lives with her husband and their three children, in Coleshill, Birmingham. The whole of the ground floor of the childminder's home is used for childminding purposes. Children have access to an enclosed garden for outside play. The family have a dog. The childminder operates Monday to Friday from 6.15am until 7pm, except for family holidays. There are currently seven children on roll in the early years age range. The childminder also cares for some older children that attend before and after school.

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

 enhance the already good support for children's emotional well-being by developing additional strategies that help children to successfully express, understand and manage their emotions

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

 develop even more ways of engaging parents in their children's learning at home to help children make the best possible progress in all areas of their learning and development.

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who attend

The childminder demonstrates a good understanding of the learning and development requirements of the Early Years Foundation Stage. She understands how children play and learn, in addition she provides them with an attractive and inspiring learning environment. Consequently, children make good progress and gain many of the skills they will need in readiness for school and future life. The childminder frequently observes the children in her care to find out what they like, know and can do. In addition, she asks parents and anyone else involved in their care and education to share their observations. The childminder then uses all of this information to accurately assess children's starting points, progress, needs and interests to plan their experiences. The childminder shares her observations and assessments with parents and explains where she intends to move their children on next in their learning. Occasionally, she suggests to parents some learning

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who attend

activities that they and their children can do together. However, highly successful strategies are not in place to effectively engage all parents in their children's learning at home. Consequently, opportunities to help children make the best possible progress are not always maximised. Children's progress is well supported through planned and purposeful play, a good balance of adult-led and child-initiated experiences. The childminder sensitively encourages and supports children's play and ensures that they have plenty of time, resources and space to learn. Children visit community groups, go on outings and regularly play in the childminder's garden. Consequently, they gain social skills as they mix with other adults and children, they gain an awareness of nature and the world around them. Furthermore, they develop physical skills, muscle strength and confidence as they use a range of play equipment that includes bikes, balls and climbing frames. Young children's communication

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who attend

and language skills develop as they babble during their play. They repeat some of the words that they hear the childminder say and two-year-old children are starting to put two or three words together to form simple sentences. The childminder attended a training course called 'Time to Talk' and this equipped her with a range of strategies to support the development of children's communication and language skills. For example, the childminder thoughtfully gets down to the children's level when she speaks to them. Consequently, they are able to see her facial expressions and can easily hear what she has to say. The childminder ensures that her interaction with children is pitched correctly at their level and relates to things that interest them. For example, she talks to children about people they know, activities they have participated in and what they are going to do next. She keeps sentences short, reduces background distractions and listens carefully to

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who attend

what children have to say. As a result, children gain vocabulary, learn to listen and become confident communicators.

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who attend

Children have easy access to a wide range of resources and experiences that interest them and effectively inspire their learning. For example, the childminder has assembled a collection of natural and man-made materials and objects for children to explore. This collection includes strings of beads, a coconut shell, various balls and a foil sheet. Children use all of their senses to explore their carefully chosen objects. They respond with excitement and interest to new items as well as remembering and returning to familiar ones. They shake, touch and listen to the noises they are able to make with the objects and experiment as they use them in different ways. The childminder notices what arouses children's curiosity and cleverly asks them questions to inspire problem-solving and invite a response. For example, as children explored a selection of items the childminder held a string of beads next to one of the children and asked if it was shorter or taller than him.

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who attend

This question inspired the children to look and compare sizes. Subsequently, children used the beads to measure other things and independently used size and number language as they did so. As a result, children show a strong sense of exploration and curiosity. Furthermore, they develop vocabulary and are starting to use trial and error to solve problems, these are important skills that children will need in readiness for school.

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

On the whole, children are happy and settled. They are familiar with the layout of the childminder's home and the daily routine. The childminder's good settling-in procedures support new children and reassure their parents. A two-way flow of information between the childminder and children's parents is actively encouraged right from the start. Before children are left in the childminder's care she talks to their parents about home routines and any comfort items that their children may have. She also obtains and records comprehensive information about children's progress, health needs and any dietary requirements. This approach helps new children adjust to change and supports a consistent approach to children's ongoing care and learning. For example, the childminder talks to parents about the strategies that she uses to manage children's behaviour. They agree methods to encourage children's good behaviour and discuss how children's

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

unacceptable behaviour will be discouraged. The childminder recognises children's changing emotions and is very supportive and caring in her interactions with children. Nevertheless, she has yet to embrace a range of strategies to help build on the already good support for children's emotional well-being. For example, by introducing ways to help all children successfully express, understand and manage their feelings.

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

The childminder provides children with a warm and welcoming environment. Space within the childminder's home and garden is thoughtfully used and children are able to play and rest in comfort. Children access a vast selection of good-quality toys and resources, this is stored in various places around the childminder's home. The childminder is aware that floor space is limited in the main playroom and thinks carefully about the way toys are presented and stored. Some resources are stored in boxes on the floor, while others are stored in cupboards or on shelving units. The childminder rotates the resources in response to what she discovers about children's interests, preferences and needs. Consequently, children's safety and well-being are promoted because floor space in the playroom is not too cluttered. Also, children are able to make some independent choices about their play.

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

The childminder pays excellent attention to the safety and cleanliness of her home. Consequently, children's safety and health are effectively promoted. Children gain a good understanding of safe practices as they practice emergency evacuation procedures and learn about road safety during outings. Children experience plenty of exercise and fresh air, they are provided with a wide variety of healthy meals and snacks. Drinks are readily available and these prevent children from becoming dehydrated. Children often go on outings to the local shops and have grown some produce in the childminder's garden. The childminder thoughtfully uses these experiences to teach children about where some food comes from and to help them make healthy food choices. Children learn about the need for good hygiene as they wash their hands after visiting the toilet and before eating. Pictures in the cloakroom remind children about how they should wash their hands and

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

the childminder routinely models good hygiene practices. Children use liquid soap to wash their hands and paper towels to dry them. Consequently, the risk of infection is effectively minimised.

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provision

The childminder demonstrates a good knowledge and understanding of the safeguarding and welfare, and the learning and development requirements of the Early Years Foundation Stage. All legal requirements are met and children are effectively safeguarded. The childminder confidently describes some of the possible signs and symptoms of abuse and knows the correct procedures to follow should she have concerns about a child. Her safeguarding policy is in line with Local Safeguarding Children Board guidance and procedures and includes her procedures for the safe use of mobile phones and cameras in her home. The childminder successfully identifies and minimises potential safety hazards. She ensures that resources accessible to children are suitable for their age and stages of development and emergency evacuation procedures are regularly practised. All adults living in the childminder's home have been suitably vetted and children are supervised

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provision

well. Consequently, children's safety and well-being are protected.

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provision

The childminder is constantly reviewing her childminding provision and demonstrates a clear understanding of her strengths and priorities for improvement. She reflects on the learning experiences she plans and provides, and effectively tracks children's progress to identify any gaps in their learning and development. Since her last inspection the childminder has developed a clear equal opportunities policy and has added to her range of resources. Furthermore, she regularly reviews her policies and procedures, she is constantly looking for new activity ideas. The childminder is an experienced childcare practitioner. Nevertheless, she understands the benefits of continuous professional development and regularly reviews her training needs. She has completed some training courses via the internet and attends various training courses arranged through her local authority. She describes how training has made her even more aware of safeguarding

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provision

issues and raised her awareness of different ways to support children's speech and language development. Furthermore, the childminder regularly meets with other childcare professionals to exchange ideas and share best practice. As a result, the childminder is fully abreast of changes in legislation and demonstrates a good capacity for continual improvement.

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provision

The childminder has forged successful partnerships with parents and any other professionals involved in children's care and learning. Parents receive copies of the childminder's written policies and procedures, and a wealth of useful information is displayed around the childminder's home. Some children in the childminder's care also attend other settings that deliver the Early Years Foundation Stage and the childminder regularly meets staff at these settings. They exchange lots of information about children's welfare, progress and experiences, this supports continuity of care for these children. Parents value the loving care and the wide range of experiences that the childminder provides for their children. Positive comments recorded on letters received from parents include, 'she has been a life saver' and 'she maintains stability and balance in my children's lives'.

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The Childcare Register

The requirements for the compulsory 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 EY243251 Local authority Warwickshire Inspection number 870138 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 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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