Childminder in Coventry

Inspection date

Previous inspection date 14/10/2014 03/03/2009

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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 make good progress in their learning and development as educational programmes cover the seven areas of learning and are tailored to their individual stages of development. Parents are effectively involved in their children's learning.  Children have a lovely rapport with the childminder and are clearly at ease in her care. They form strong attachments and this means that they are happy and settled.  Children are effectively safeguarded, as the childminder is knowledgeable about child protection procedures and demonstrates a good understanding of assessing risk.  The childminder demonstrates a drive for the development of her provision. Self- evaluation is accurate and training attended is well implemented.

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It is not yet outstanding because

 Children's understanding of similarities and differences in others is not consistently strengthened because there are fewer resources and opportunities to build on their learning in this area.

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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 and dining room.

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Inspection activities

 The inspector spoke with the childminder, her co-childminder and children at appropriate times during the inspection.  The inspector viewed the areas of the premises and garden used for childminding.

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Inspection activities

 The inspector took account of the views of parents spoken to on the day and of written feedback as recorded in questionnaires.

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Inspection activities

 The inspector looked at children's observation and assessment records, the register of attendance and children's records.

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Inspection activities

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

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Information about the setting

The childminder was registered in 1991 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She co-childminds with her daughter, and lives with her husband and adult son, in a house in Coventry. Her son is also her assistant. He works alongside the childminder as required. The whole of the ground floor, a bedroom on the first floor and the enclosed rear garden are used for childminding. The childminder attends a toddler group and visits the shops and park on a regular basis. She takes children to, and collects children from, the local schools and pre- schools. There are currently 18 children on roll; seven of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round, from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. She has an early years qualification at level 3.

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

 enhance children's understanding of similarities and differences in others, for example, by providing a wider range of resources.

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who attend

The childminder has a secure knowledge of how to effectively promote children's learning and development. She uses various teaching methods to support children's learning. For example, she adapts play according to the child's age and stage of development so that her practice is fully inclusive. This enables all children to make good progress in their learning. The childminder initially observes children to find out about their immediate interests. Furthermore, she asks parents for information about their children's starting points. Consequently, she has a clear picture of what children can do from the start of their care. This information is effectively used to plan a range of activities that successfully engage children. The childminder records children's progress and takes photographs of them to illustrate the activities they enjoy. Their next steps in learning are clearly identified, which helps to ensure that they are well prepared for school. Learning journals

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who attend

are shared with parents and provide them with a good overview of the progress their children make. The childminder completes the progress check for children aged between two and three years. Parents are provided with this summary to further support learning at home and to identify any additional support that might be needed. As a result, all children are helped to reach their full potential. The childminder's home is well organised. She provides a wide variety of good quality resources. Children confidently investigate the contents of the toy boxes because they are clearly labelled and have a photograph attached so that they know what is inside each one. This means that children can consistently make choices about their play. The childminder effectively promotes and supports children's learning. She interacts with them well, chatting about what they are making or doing and recalling events. For example, the

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who attend

childminder asks children what is different about the play dough that they are using. They correctly say that it is green. This leads to a conversation about how they helped her to make the play dough the day before. Children recall putting peppermint into the dough. They tell the childminder that it smells like sweets and it is sticky. She asks children to think about how they can stop the dough from sticking to the board. They go through the ingredients that they used and with the childminder's support, decide that flour would help. Consequently, these experiences successfully encourage children's speech and language and develop their thinking.

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who attend

Children enjoy a broad range of experiences outside of the home. They go on regular local walks and outings and use equipment in the park. Children learn about the seasons and the childminder teaches them the names of birds and trees. These opportunities develop children's physical skills and strengthen their interest in the natural environment. The childminder provides some good opportunities for children to develop an understanding of people in the community. She encourages children to value others' traditions as they celebrate festivals throughout the year. For example, children taste traditional foods and enjoy seeing the local Diwali lights. A good range of resources are available depicting positive images of diversity. However, children's understanding of similarities and differences in themselves and others is not as strong, as resources that reflect positive images of disability are still being developed.

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

The childminder and her co-childminder's caring and reassuring approach enables children to become confident and quickly settle. Both childminders gather useful information about children's familiar routines and they suggest that children bring comfort items from home. This means that children's individual needs are effectively promoted from the start of their care. Children are eager to please, helping the childminder to tidy toys away after they have finished playing with them. They receive lots of praise and encouragement for their efforts. Consequently, children show high levels of self-esteem and this helps them to feel good about what they do. The childminder is a good role model to children, encouraging them to share and take turns with the toys. She is calm and consistent when dealing with minor disagreements and works closely with parents to ensure a consistent approach.

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

Children build good social skills as they attend various groups and enjoy new experiences. For instance, young children are introduced to larger group activities where they meet with other children. This successfully helps prepare young children for the move on to pre- school. Children thoroughly enjoy outdoor play. The childminder's garden significantly supports children's physical development. They play with bats and balls and enjoying riding on toys. Children competently climb on equipment and learn to stay safe when they use the swing and slide. Children are prepared for all types of weather because waterproof clothing is readily available throughout the day. This means that children can spend the maximum time outdoors, experiencing plenty of fresh air.

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

Children enjoy a variety of nutritious meals and snacks. The childminder cooks homemade meals which take into account children's dietary needs. The menu is displayed for parents to view. Children demonstrate some good self-care skills, as the childminder encourages them to feed themselves and pour water. The childminder offers guidance and support to help children learn sensible hygiene routines to prevent the spread of germs. Children's safety is given high priority and children are effectively supervised at all times. The childminder encourages children to be active and explore their environment and their community, while teaching them to be safe. For example, on outings she talks about crossing the road safely. Consequently, children develop a good understanding of how to keep themselves safe. In addition, children regularly take part in her fire evacuation procedure. This helps children to respond to instructions quickly in the event of an

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provision

The childminder has a clear understanding of her responsibility in relation to child protection issues. She has attended training and demonstrates a good knowledge of the possible signs of abuse and neglect. The well-written safeguarding policy is shared with parents so that they understand the duty of the childminder to protect children. All adults in the household have been vetted and have undertaken suitability checks. Consequently, children are effectively safeguarded from harm. The environment is secure and risk assessments confirm that the childminder carries out regular checks to minimise hazards, both around the home and for planned outings. All equipment, toys and areas used for children are safe, clean and secure.

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provision

The childminder has an effective system of self-evaluation and this includes the views of her co-childminder. They value comments from parents through verbal feedback and the use of questionnaires. This ongoing evaluation enables both childminders to set appropriate targets for improvement, which has a positive impact on the children they care for. Both childminder s continue to update their professional skills by attending a number of training courses and workshop sessions together. They have a secure knowledge of the educational programme to ensure that they provide a broad range of experiences for young children. The childminder's observations and assessments of her key children ensure she knows how well they are progressing and she can give parents accurate feedback about their child's achievements and next steps in learning.

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provision

Good working relationships are formed with parents and comments received are very positive. For example, one writes that 'she is an excellent professional but very friendly and her home has a lovely homely feel'. Detailed discussions with parents enable the childminder to effectively incorporate individual needs and routines into the day. Parents receive detailed information about their child's progress and achievements; therefore, they are kept well informed. The childminder is confident in working in partnership with other agencies and professionals. This means that concerns about children's well-being or development can be quickly identified and managed. As a result, all children make good progress in their learning. Partnerships with local schools and pre-school groups are strong. The childminder understands the importance of sharing information to consistently support children's ongoing 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 504743 Local authority Coventry Inspection number 869237 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 18

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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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