Childminder in Worcestershire

Inspection date

Previous inspection date 16/10/2014 12/11/2008

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early years provision

This inspection: 3 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 3

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This provision requires improvement

 Children are generally supported in their learning because the childminder uses effective communication skills and provides a range of opportunities for children to make choices to support their engagement in activities.  Children are protected from harm because the childminder has a sound understanding of the signs and symptoms of abuse and fully understands the procedures to follow should she have any concerns.  Children are happy, confident and secure in this homely environment because the childminder provides warm interactions and builds positive relationships with both children and parents.

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It is not yet good because

 Children's next steps in learning are not always identified or used to inform future planning, so that challenging learning experiences are consistently offered to support each child to reach their full potential.  Self-evaluation and the monitoring of the education programmes do not focus robustly enough on the quality of teaching and learning to ensure all children make good progress.  The childminder has not yet fully explored all ways for children to further develop their creativity and imagination skills through the use of natural and open-ended resources.

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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 had a tour of the premises with the childminder.

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Inspection activities

 The inspector observed teaching and learning activities in the indoor and outdoor learning environment.  The inspector looked at children's assessment records and planning documentation.

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Inspection activities

 The inspector checked evidence of suitability of the childminder and her family and discussed methods of self-evaluation.

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Information about the setting

The childminder was registered in 2008 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children, aged seven and six years, in a house in Redditch. The whole of the ground floor and the rear garden are used for childminding. There is an enclosed area available for outdoor play. The family has four cats as pets. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently three children on roll in the early years age group and they attend for a variety of sessions. She operates all year round, from 7.30am to 5.30pm, Monday to Friday, except bank holidays and family holidays.

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must:

 ensure all children's individual next steps in learning are accurately identified and consistently used to inform future planning, in order to provide challenging experiences that cover all areas of learning, to support all children to reach their full potential.

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

 develop self-evaluation and the monitoring of education programmes to focus more on the quality of teaching and learning to support all children to make good progress

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

 enhance opportunities for children to develop their imaginative play skills, for example, by using a wider range of open-ended resources, so that children have more opportunities to think creatively.

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who attend

The childminder demonstrates a suitable understanding of how children learn and develop. She gathers information from parents when children first start about their likes and what they can do in the three prime areas of learning. The childminder uses this information to get to know children and provides activities that supports their development and their interests. She regularly considers what children like to do and play with and gives them time, space and suitable resources to support them within the seven areas of learning. As a result, children are happy and generally engaged in purposeful play. Although the childminder carries out observations of children, assessments are not always effective in identifying their individual achievements, or used accurately to plan for children's next steps in learning. As a result, some activities lack a good level of challenge and are not always effective in extending children's learning, so that they make the best

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who attend

The childminder provides a wide range of suitable resources to support children's learning. Children develop their communication skills because the childminder interacts with them and responds to their sounds, words and gestures appropriately. She extends their communication skills by engaging them in conversations throughout their play. The childminder clearly reinforces specific words to clarify their vocabulary and extend their early language. As a result, children are building upon their confidence and their understanding of language. Children enjoy playing in the role-play kitchen and develop their imagination skills as they pretend to clean the house and make the dinner. Children independently make choices, exploring the resources available and the childminder gets down to children's levels and facilitates their learning through guiding and supporting them. For example, children show delight in playing with technological toys and the

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who attend

childminder supports them in understanding what happens when they press different buttons. Books are readily available and children show their preferences and enjoy sharing their favourite books with the childminder. They eagerly point to pictures in books and she encourages them to name the animals and make the different sounds. Children have opportunities to use pens and crayons to develop their early literacy skills and children persevere with putting the lids back on the pens, showing their excitement as they achieve this. However, there are fewer opportunities for children to further develop their creativity and imagination skills by using natural and open-ended resources.

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who attend

Children are generally prepared for their next stage in learning because the childminder interacts effectively with children and supports them to make steady progress. She recognises the importance of children being ready for school and provides a range of opportunities to support this. For example, she promotes personal, social and emotional development through offering opportunities in the home and taking children to a range of playgroups where she encourages children's engagement in group activities. The childminder encourages children to gain more independence and confidence to enable them to try new things for themselves. Children's physical skills are supported in both the indoor and outdoor environment, as they are encouraged to develop their hand-and-eye coordination and large muscle skills. The childminder supports children to develop an awareness of numbers from a young age and uses counting throughout activities and

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who attend

routines. Children concentrate on completing simple inset puzzles and the childminder encourages them to keep trying by effectively supporting them. The childminder generally shares information with parents to involve them in their child's learning. She gives daily verbal feedback about what the children have been doing and the achievements they have made, and regularly finds out from parents what the children are doing at home. The childminder is aware of her responsibility to complete the progress check for children between the ages of two and three years and understands she is required to share this in information with parents when the time comes to support children's learning at home.

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

Children settle quickly because the childminder has effective settling-in procedures. She gathers information from parents about children's care routines, likes and dislikes and capabilities. The childminder liaises with parents to ensure continuity of care as the children move from their home to the childminder's. As a result, children's individual needs are met, which ensures their emotional well-being. Children develop secure attachments with the childminder because she interacts warmly and effectively with them. This gives children the confidence to explore their surroundings and make independent choices in their learning.

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

The childminder supports children in understanding about healthy lifestyles and good hygiene practices. She uses signs, pictures and words to encourage children to understand the importance of hand washing to keep healthy and well. Children bring in packed lunches from home, and the childminder offers guidance and advice to parents to ensure the food they provide is healthy and balanced. Children's independence is promoted because the childminder encourages children to feed themselves and drinks are available at all times throughout the day. The childminder promotes children's self-help skills from a young age by encouraging them to wipe their own noses and by involving them during the care routines. The childminder ensures she promotes children's good health by collecting information from parents about children's allergies and dietary requirements. Children have daily opportunities for fresh air during outdoor play. They enjoy a range of activities

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

outside, which promotes their physical skills, such as riding on cars, jumping on the trampoline, and throwing and kicking balls. Children are able to take measured risks on age-appropriate equipment while the childminder closely supervises. Consequently, children are beginning to have an awareness of danger and are gaining the confidence to try new things.

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

Children's behaviour is good because the childminder is a good role model and uses effective strategies to support behaviour management. The childminder liaises well with parents if she has any concerns regarding children's behaviour and effective strategies are used to ensure continuity. The childminder uses lots of praises and encouragement to support children during activities. This fosters their self-esteem, supporting them to confidently explore their environment and enjoy the opportunities available to them. The childminder has a wide range of resources available both indoors and outdoors to support children's play experiences. These are stored at children's height, with labels and pictures, to enable children to independently access to support and extend their learning further. The childminder labels her boxes using other languages and displays signs and pictures that reflect different cultures and backgrounds to support children's understanding about

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provision

The childminder has a sound understanding of the safeguarding and welfare requirements. She attends safeguarding training and fully understands her role in protecting children. She has a good awareness of the signs that indicate a child may be at risk of harm and has a clear safeguarding procedure to follow. As a result, children are kept safe from harm. The childminder has completed first-aid training to ensure she has the knowledge to deal with any medical emergencies or accidents. She regularly updates her policies and procedures to ensure they are in line with current legislation and regularly shares these with parents. All required checks have been completed on the childminder and other adults in the household to ascertain their suitability and reassure parents with regard to their children's welfare. Detailed risk assessments are completed and updated annually and daily checks are completed, so that the indoor and outdoor areas remain

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provision

safe for all children. As a result, the childminder effectively supports children's health and well-being.

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provision

The childminder has an adequate understanding of the learning and development requirements of the Early Years Foundation Stage. She regularly reflects on her practice and is always looking for ways to improve. Since the last inspection, she has made some progress in completing the recommendations made. Children's information records are more robust as the childminder collects information about parental responsibility and effective links have been made with the school to support children's learning and transition. The childminder uses self-evaluation to identify strengths and weaknesses in her practice. For example, she has recently put systems in place to support her further with observing and assessing children's progress and sharing this with parents. However, self-evaluation is not yet embedded to fully focus on the quality of teaching and learning. The childminder is not consistently monitoring the education programmes to ensure all

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provision

children are provided with sufficient challenge to reach their full potential. Therefore, further improvements are required to ensure all children consistently make good progress.

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provision

The childminder establishes positive partnerships with parents and informs them daily about the activities their children have been involved in. She encourages parents to become involved in self-evaluation by giving them questionnaires. The childminder welcomes feedback and uses it to develop her provision further. She understands the importance of working in partnership with other providers, such as schools, to ensure a smooth transition in the children's next phase in their learning. The childminder welcomes support from the local authority and uses the improvement plans to further develop her practice. She regularly seeks further training to develop her knowledge and understanding of the Early Years Foundation Stage. The childminder is beginning to link up with other childminders because she recognises the value of sharing good practice and gaining further ideas about how best to support all children to make good progress.

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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 EY370835 Local authority Worcestershire Inspection number 878613 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 3

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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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