Childminder in Staffordshire

Inspection date

Previous inspection date 07/08/2014 13/10/2011

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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 quality of teaching is good because the childminder knows how to promote children's learning. As a result, children are continually challenged through interesting activities that encourage their thinking skills and support their learning and development.  Children's safety and well-being are given high priority. This means children are safeguarded, happy, settled and share strong bonds of affection with the childminder. This fosters a sense of belonging and ensures that children are confident learners who are prepared for the next stage in their learning.  The childminder understands how to keep children safe in the event of a significant event. She has good quality policies and procedures in place that she follows precisely and responds to children's needs calmly and professionally. As a consequence, children feel safe and secure in her care.  Partnerships with parents are strong. The childminder ensures that parents are fully

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This provision is good

aware of children's learning and activities through the use of effective methods of communication. This enables them to work together successfully in order to support children's good progress.

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It is not yet outstanding because

 There is room to extend the use of mathematical language during activities and routines in order to enhance children's learning and development even further.

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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 and interaction between the childminder and children during play.  The inspector spoke with the childminder at appropriate times during the inspection.

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Inspection activities

 The inspector looked at children's assessment records and a range of documents provided by the childminder.  The inspector conducted a joint observation with the childminder.

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Inspection activities

 The inspector checked evidence of the suitability of the childminder and other household members.  The inspector took account of the views of parents.

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Information about the setting

The childminder was registered in 2007 on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three children aged 11, nine and four years of age in Kidsgrove, Stoke-on-Trent, Staffordshire. The whole of the childminder's house is used for childminding and there is a fully enclosed garden for outdoor play. There are currently six children on roll, of whom two are in the early years age group and attend on a part-time basis. She also offers care to children aged over five years. The childminder walks to local schools to take and collect children. The childminder attends the local parent and toddler groups. She has a childcare qualification at level 3 and 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:

 use more opportunities to model mathematical language during activities and daily routines to ensure children are exceptionally well prepared for the move to school or next steps in their learning.

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who attend

The childminder has a good knowledge of the learning and development requirements. Through discussion, she describes clear learning intentions for activities provided. This demonstrates her ability to plan well to meet children's individual needs. A good balance of adult-led and child-initiated opportunities enables children to repeat and test out what they have learnt from the childminder. For example, children copy the childminder and pour water into pipes and containers that run in different directions. Young children are praised when they manage to develop skills of pouring and squirting. The childminder explains it develops small muscles and points out children who could not do this previously. Older children engage in conversations about how the sponge feels and the childminder asks questions to promote children's thinking, such as 'Why do you think that bottle fell off?' Consequently, children's thinking and problem solving skills are

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who attend

encouraged. Children's communication and language skills are given priority at all times. The childminder provides good commentary and uses continuous open-ended questions to encourage children's speech and concentration. As a result, children are engaged and motivated in their play and learning. She listens to their responses, giving them time to think and speak, demonstrating that she values what they have to say. However, at times the childminder overlooks opportunities to model mathematical language during activities and routines. While children demonstrate skills required for their next stage in learning, clear and consistent use of mathematics is not always used to enhance children's skills even further.

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who attend

Parents are highly involved as partners and complete an 'individual needs' form on entry when their child starts. The childminder uses this to establish starting points, in order to plan for their individual needs and learning. Daily, verbal feedback provides parents with ongoing information about their child's learning and development. Parents are actively encouraged to regularly take home their child's 'learning journey' file, so that they can see the development taking place and are encouraged to add comments or any learning at home that occurs. This enables children's progress to be reviewed and any next steps in learning identified that they would like the childminder to work on. The childminder has everything in place to provide parent's with a progress check for children between the ages of two and three years, where appropriate. These positive partnerships help to ensure effective information sharing to ensure that children's needs are continuously met.

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who attend

The environment is rich in displays of children's work and print. This demonstrates their developing understanding that print conveys meaning and the high expectations the childminder has for all children in her care. Opportunities are provided for children to draw, paint and colour. This supports children in their literacy skills in relation to writing. The childminder actively promotes the use of phonics during play and planned phonics activities. All of these opportunities help to fully support children's readiness for the next stage in their learning, such as school. Children make good progress given their starting points due to the good quality teaching. The childminder uses language that the schools encourage, for example, she asks children to 'use your listening ears' and 'walking feet' throughout the day. She explains her positive relations with the school and how she mirrors routines and language in order to prepare children even further for the transition

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

Strong attachments and close relationships between the childminder and children are evident. The childminder supports the transition of new children into her home by a gradual settling-in procedure. She encourages parents to make visits with their child and meetings at parks and play centres. She places a high level of importance upon children being happy and gives priority to their emotional well-being. As a result, when children do start at the provision they are familiar to the childminder and her home, happy and secure. This is because the childminder is aware that children who are happy will enjoy the learning opportunities and flourish in their learning and development. The initial 'individual needs' information that parents provide enables the childminder to meet children's needs from the outset. Parents comment favourably about 'stable and consistent routines' and are very happy with the 'excellent service' that she provides for children.

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

Consequently, children enjoy their time with the childminder and are emotionally secure, enabling them to confidently explore the environment and be confident at playgroups and in the company of visitors. Children have a strong sense of belonging, which enables them to be motivated learners who are emotionally prepared for the next stage in their learning.

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

Children quickly develop independence and self-help skills. They enjoy pouring their own drinks. Children are praised as they manage to cut pieces of banana for their snack and spoon out a portion of fruit at mealtimes. This is because the childminder knows children well and has high expectations of them. Older children develop self-help skills by using the bathroom independently and younger children are beginning to show awareness of their personal care needs. The learning environment enables children of all ages to select resources of their choice, supporting them to extend their play and develop imagination. A tent 'bus' is erected to support a child's interest and experience of riding on a bus. The childminder takes every opportunity to create real and practical situations in which children can extend their learning. A 'beach' area and theme recently used in the outdoors provision encouraged all children who had experienced a beach holiday to share their

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

experiences. As a result, the childminder knows how to successfully use children's interests to promote their learning across all areas.

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

Children enjoy outdoor play, trips and visits to toddler groups and regular walks to the local school during term time. The childminder uses these opportunities to reinforce how to use equipment safely to enable children to take safe risks, under close supervision and learn how keep themselves safe in a number of ways. During outings, the childminder discusses road safety, supporting children's understanding of safe places to cross and hazards they need to be aware of. Regular fire evacuations are practised regularly where children learn how to keep safe in the event of a fire. The childminder supports an understanding of a healthy diet during snacks and mealtimes. Children enjoy cutting and serving fruit at snack time and the childminder uses phrases, such as 'super healthy' and 'lets keep our bodies healthy' to reinforce messages of a healthy lifestyle. As a result, children enjoy a balanced and nutritious diet as the childminder provides all snacks and

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

meals. This, in addition, promotes equality as the childminder encourages that everyone eats the same meal. The childminder eats with children and shares enthusiasm for food and supports children in trying new foods and making healthy choices.

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provision

The childminder has a secure understanding of her responsibility to ensure that all of the safeguarding and welfare requirements are in place and met. Children are safeguarded because the childminder is knowledgeable regarding her role and responsibility in identifying and reporting any child protection concerns. She gives priority to keeping children safe through her comprehensive policies and procedures. She implements these to a high standard and demonstrates she can respond quickly, calmly and professionally in the event of an incident. Policies are frequently reviewed to ensure that effective practices are in place. Risk assessments are used effectively to minimise hazards, both within the provision and on the many outings the childminder provides for children. As a result, children are kept safe in the childminder's care at all times and she is well informed in how to administer basic first aid in the event of an accident.

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provision

The childminder is motivated and dedicated to improving in order to provide a high-quality provision for children. Recommendations from the previous inspection have been fully addressed and the childminder has completed a range of training courses that have had a positive impact on her teaching methods and knowledge of how children learn. The childminder discusses her self-evaluation process and how she wishes to make future improvements to her provision. Self-evaluation includes the views of parents and children. She enhances her skills and knowledge using the internet where she researches ideas for activities to further extend children's learning. Observations of children are implemented and the childminder ensures she can write down significant skills achieved wherever she may be with children. She is fully aware of where children are in their learning currently. This demonstrates her good understanding of the learning and development requirements

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provision

of the Early Years Foundation Stage and where children are heading.

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provision

Partnerships with parents are well established and strong. The regular communication with parents is good and this ensures that children's needs are met consistently. Parents value the positive relationships they share with the childminder. She ensures that they are involved in their children's learning and provides as much information as she can about children's daily experiences. This highlights the level of importance that she places in parental partnerships and working together. The childminder has developed good relationships with the local school. Staff are happy to share ideas for planning, which the childminder uses in order to prepare children for their transition there. The childminder supports the schools use of phonics and mirrors language and routines that will be familiar to children when they move on to school. As a result, children are excited and look forward to attending the school, and demonstrate the skills they will need in order to be

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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 EY359358 Local authority Staffordshire Inspection number 873570 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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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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