Childminder in Staffordshire

Inspection date

Previous inspection date 16/10/2014 05/11/2008

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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

 Children's safety is given the utmost priority by the childminder. She is aware of the action to take if an allegation is made against herself or a member of her family and restricts the inappropriate use of mobile phones and cameras in her home. As a result, children's safety and welfare is promoted well.  Children are very happy and settled with the childminder. She provides a caring and nurturing environment and works closely with parents to enhance all aspects of children's emotional well-being.  The quality of teaching is good. Children enjoy a wide variety of interesting and challenging activities that take account of their initial starting points, interests and individual learning needs. As a result, children progress well.  Partnerships with parents and other providers are good. The childminder understands the importance of sharing information to fully support children continue to make good

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It is not yet outstanding because

 The outdoor area is not as stimulating and interesting as the indoor environment. It does not provide children with sufficient opportunities to fully engage in imaginative role play or explore natural 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 observed children as they played indoors and at snack time. She engaged in the children's discussions and imaginative play.

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Inspection activities

 The inspector looked at a sample of children's assessment records and discussed their progress with the childminder.

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Inspection activities

 The inspector checked the evidence of the suitability and qualifications of the childminder and members of her family and looked at her self-evaluation form and improvement plan.

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Inspection activities

 The inspector spoke to the childminder at appropriate times and looked at and discussed a range of policies and procedures.  The inspector took into account the views of parents from written records.  The inspector toured all areas of the childminding provision.

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Information about the setting

The childminder was registered in 2004 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and children aged 12 and 14 years in Codsall, Staffordshire. The whole of the ground floor is used for childminding. Children have access to an enclosed outdoor garden. The family has a rabbit, hamster and fish as pets. The childminder collects children from local schools. There are currently five children on roll, all of whom are in the early years age range. Children attend for a variety of sessions. The childminding provision operates all year, from 7.45am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder is a member of the Professional Association for Childcare and Early Years.

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

 provide children with even more interest and challenge in the outdoor area, for example, by providing further opportunities to develop their imaginative role play and explore natural resources.

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who attend

The quality of teaching is good. The childminder uses her good knowledge of the Early Years Foundation Stage to provide children with a stimulating and welcoming indoor environment. She has a dedicated playroom and kitchen area that she uses very well to promote children's learning. For example, the kitchen has pictures of healthy foods, such as fruit and vegetables that are clearly labelled so children can begin to recognise print in the environment. The playroom is well equipped with a good range of resources and educational toys that are developmentally appropriate to children's stage of learning. There are a good selection of books and puzzles for children to engage with independently and for the childminder to use to support planned activities. However, the outdoor environment is not as stimulating and welcoming for children. This is because it does not provide sufficient opportunities for children to fully engage with imaginative role-play or

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who attend

explore a wider range of natural resources. The childminder responds well to the individual and changing needs of children. For example, during child-initiated play children show an interest in climbing into the storage boxes and the childminder enhances their play as she encourages them all to become involved. This results in children becoming engrossed in high quality imaginative play indoors as they pretend to travel in 'boats' and 'trains'. This shows that the childminder promotes the characteristics of effective learning as she supports children's learning and encourages them to play and explore their surroundings and resources. Children's communication and language is supported very well by the childminder. She listens to what children have to say and responds with interest, providing children with interesting problems to solve. Children explore and investigate with a wide selection of natural resources, such as leaves and feathers. The childminder hides different animal

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who attend

figures for the children to find and they squeal with delight when they find their favourites ones. The childminder is skilful in engaging children and providing them with activities that offer challenge and interest. As a result they make good progress in their learning and are acquiring the necessary skills to prepare them for their future learning, such as the move to school.

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who attend

The childminder uses her experience and qualifications in early years to observe and assess children's learning and development. She carries out very detailed observations and links these to the seven areas of learning. The progress check for children between the ages of two and three years is completed well and children's next steps in learning are clearly identified. The childminder understands the importance of sharing information with parents so that they are able to support children's learning at home. Parents are encouraged to provide comprehensive information about children's personal preferences so that the childminder can provide activities that will interest them. There is a good two- way flow of information in place between the childminder and parents that fully supports children's learning so that they make good progress across the Early Years Foundation Stage.

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

The childminder creates a very friendly and welcoming environment for children to learn in. She has a good knowledge of individual children and uses this well to help settle them into her provision. Parents are appreciative of the childminder's efforts to settle their children and show this by presenting her with 'thank you' cards and small gifts. The childminder is a good role model and interacts well with the children. They go to her for reassurance and hugs and ask her to join in with their imaginative play. Children are delighted as the childminder pushes them around in toy boxes and there is a clear sense of enjoyment and laughter projected from the children. The childminder models good manners to the children and they respond by emulating her. They play very well together and learn to take turns and share toys. The good attachments and secure relationships demonstrate how the childminder fosters children's emotional well-being very well.

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

Children are emotionally prepared for their next stage in learning as they play alongside and observe older children's behaviour and begin to copy this. For example, pre-school children help to tidy away toys after they have finished playing with them and encourage younger children to help them. The childminder collects children from local schools and uses this as a good opportunity to talk to children about what it will be like to move on to school. Children learn about crossing roads safely and using small tools safely. The childminder gently reminds children not to put natural resources into their mouths and explains what might happen if they do. This means children are learning about assessing risk and managing their own safety. The childminder carries out daily visual checks of her home to ensure that the environment and resources are of a suitable quality and condition so that they are safe for children to play with.

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

Children have access to the childminder's garden and learn about looking after living things as they tend to her pet rabbit. They have their own beakers that are filled with water so they can regulate their own thirst. The childminder provides children with healthy snacks and encourages them to independently serve themselves. She teaches children about adopting good hygiene practices as she explains why it is important to wash hands before eating and after toileting. Consequently, children's health and well-being are very well promoted.

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provision

The childminder has a good knowledge and understanding of the learning and welfare requirements in the Early Years Foundation Stage. She has a wealth of experience in working with young children and holds a level 3 qualification in childcare. Children's safety and well-being is given high priority as the childminder implements robust safeguarding procedures to effectively safeguard children in her care. She ensures that she obtains identification from all visitors to her home and reminds them of her policy to restrict the use of mobile phones and cameras. The childminder is fully aware of the different types of abuse and knows how to recognise the signs and symptoms in children. She is confident of the action to take if she had a concern about the safety or welfare of children in her care or if an allegation was made about her or a member of her family.

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provision

The recommendation from the previous inspection has been fully addressed and there is now a daily record of children's attendance in place. The childminder identifies areas in her practice that could be improved to raise the quality of teaching in her provision. For example, she has attended a course on how to improve her recording of children's progress across the seven areas of learning. She has revised how she monitors children's development so that they make good rather than satisfactory progress. She has undertaken training on how to enhance children's play and uses this to change the layout of her provision. This shows her commitment to continually enhancing the quality of teaching in her provision.

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provision

The childminder has established good relationships with parents and other providers. She understands the importance of completing the progress check for children between the ages of two and three years. She actively shares this with wider professionals, such as health visitors so that information is shared and children are provided with additional support if necessary. There are good relationships in place with local schools and the childminder actively shares information about children so that they are fully supported in their future 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 EY298013 Local authority Staffordshire Inspection number 872982 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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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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