Childminder in Worcestershire

Inspection date

Previous inspection date 28/10/2014 02/03/2009

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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 are happy, settled and enjoy their time at the childminder's house because she is kind, caring and enthusiastically fun.  The childminder has a very secure and up-to-date knowledge of relevant safeguarding policies and procedures so they can be robustly implemented. Therefore, children are thoroughly protected from harm.  Children make good progress because the childminder plans and promotes an exciting variety of activities and skilfully guides their learning.  Partnerships with parents support children's continued progress at home because the childminder ensures they are fully involved in their children's learning.  The childminder is committed to seeking further training and continually adapting her practice. Consequently, children benefit from consistently high quality education and care.

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It is not yet outstanding because

 Children are not always given enough opportunities to develop an awareness of each other's similarities and differences to support their knowledge and understanding of the world around them.  The childminder has not fully explored different ways to communicate and share relevant information with the other settings that children attend. Therefore, children's learning between the two settings is not always maximised.

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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 activities indoors and outside.  The inspector held discussions with the childminder.  The inspector completed a joint observation with the childminder.

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Inspection activities

 The inspector checked evidence of suitability of the childminder, her husband and adult son.

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Inspection activities

 The inspector looked at and discussed with the childminder a range of policies, procedures, and records, including the childminders self-evaluation form.

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Inspection activities

 The inspector took account of the views of parents spoken to on the day and from their written comments provided by the childminder.

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Information about the setting

The childminder was registered in 1996. She lives with her husband and adult son, in a house in Redditch. The whole of the ground floor and a toilet on the first floor are used for childminding. Accessibility to the premises is up one step. There is an enclosed garden available for outside play. The childminder is able to take and collect children from local schools and pre-schools. There are currently four children attending who are in the early years age group, all of whom attend on a part-time basis. The childminder is registered on the Early Years Register and the compulsory part of the Childcare Register. She operates all year around, five days a week, from 7.30am until 6pm. The childminder supports children with special educational needs and/or disabilities.

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

 enhance the development of children's self-esteem by building on their understanding of each other's similarities and differences, to strengthen their knowledge of the diversity in world around them

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

 strengthen partnership work with the other settings that children attend by exploring different ways to fully communicate and share relevant information in order to support children's learning between the two settings.

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who attend

The childminder has a very good understanding of how young children learn. As a result, she is able to support all children well. She undertakes regular observations and assessments and uses this information precisely to inform her planning. The childminder is enthusiastic and provides a fun and exciting range of learning experiences for children that actively promote their good progress across all areas of learning. This means that, children are happy, confident and independent. Therefore, they are readily acquiring the skills, attitudes and dispositions they need to be ready for school. The childminder is very experienced and gets to know the children very well. Subsequently, she can accurately identify each individual child's current stages of development and next steps in their learning. The childminder regularly shares this information with parents using verbal discussions and by sharing children's learning journals and written assessment summaries.

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who attend

She welcomes parents' ideas and uses their knowledge to help inform activities. This supports children's good progress between the setting and home.

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who attend

The quality of teaching is good because the childminder provides a well-established mix of stimulating outdoor and indoor play experiences, both child-initiated and adult-led. For example, outside, children enjoy a wide range of activities, such as hula hooping, mini- beast hunting, space hopper races, football and imaginative play. Children are highly engaged and enjoy the different aspects of the activities available as they explore, express their ideas and play together with the childminder. When inside, children initiate small- world play activities, board games and computer play. The childminder offers support when needed and takes the opportunity to extend their counting skills. Furthermore, the childminder guides their learning by encouraging them to explore different media and materials with skilful adult support, to enhance their learning. For example, the childminder encourages them to mix colours, handle small tools and equipment, such as

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who attend

scissors, explore numbers and shapes and also to share materials. As a result, children enjoy a varied educational programme with well thought-out activities that promote all aspects of their development and prepare them well for the next stage of their learning.

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who attend

Support for children with special educational needs and/or disabilities is good. The childminder uses her observations and assessments to identify any areas of delay. This includes using the progress check for children between the ages of two and three years. She seeks support for any children that she identifies may need targeted intervention, by sharing this information with their parents and referring them to professionals. She also uses her own reference books to conduct research and work out how she can support particular needs within her home. She shares this knowledge with parents and suggests activity ideas. As a result, all children make good progress in relation to their starting points, and any gaps in their learning close quickly.

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

The environment is stimulating and welcoming with an entrance hall that provides a wealth of information for parents and displays vast amounts of children's artwork. As a result, children are developing self-esteem and a sense of belonging. However, the childminder does not always promote all opportunities to explore and celebrate festivals that are of importance to the children. This does not foster children's understanding of each other's different cultures and religions to further develop their understanding of the world around them. Nevertheless, resources are well suited to the ages of the children and are carefully matched to their needs. Therefore, children's learning is actively supported and self-motivation is promoted. Children's behaviour is consistently well managed. The childminder positively reinforces good behaviour during activities using lots of encouragement and praise. She discusses with parents and children her expectations

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

within her home. She puts into place appropriate strategies, discussed with parents, to manage children's challenging behaviour quickly. Children's understanding of these behaviour expectations are clear as they respond to her promptly when asked to do something. Overall, children are emotionally well prepared for the move into other settings and schools. The childminder ensures that they acquire the necessary emotional skills needed to adapt to the changes ahead.

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

The childminder develops warm and friendly relationships with children and their parents. This actively benefits all parties and helps children to feel secure in her care. Parents' comments demonstrate that they feel she is very easy to talk to and provides excellent care for their children. The childminder tailors the settling-in procedures according to children's individual needs. She ensures they can attend with their parents as many sessions as they need before being left alone in her care. She also takes the time to get to know the children and their families. She makes use of an All about me document to find out all about them before they begin so that she is well informed. This is because she fully understands the importance of children feeling safe and secure within the environment, before they feel able to fully explore and therefore, begin to learn. This approach fully support's children's emotional well-being.

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

The childminder promotes good hygiene routines and teaches children to manage their own self-care needs. For example, children express when need to go to the toilet or wash their hands and the childminder supports them to manage these needs for themselves. She makes use of the garden and wider environment in her daily routine so children have access to plenty of fresh air and physical activities. A wide variety of healthy food choices are offered to children during snack times. The childminder uses trips to the local shops as an opportunity to explore healthy eating. She discusses with the children foods that are good for them and encourages them to make their own healthy choices. Therefore, children's understanding of keeping themselves healthy is well promoted. The childminder holds an appropriate first-aid qualification and has completed extra training, such as asthma and allergy awareness. There are clear procedures in place, discussed with

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

parents, to meet children's medical and dietary requirements. These procedures and good practices help to ensure children's good health and well-being at all times. Children are frequently reminded about safety, both in the home and when out and about on walks or trips. Furthermore, children are well supported to take supervised risks in their play. For example, they carefully use larger play equipment at the local park, help participate fully in cooking activities and use scissors during their arts and crafts. These activities teach children about keeping themselves safe.

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provision

Safeguarding arrangements are robust and the childminder places a good emphasis on ensuring children in her care are well protected from harm. She understands her role in protecting children and is fully aware of how to follow correct safeguarding procedures, should she have a concern about a child. She also knows what to do in the event of an allegation being made against her or members of her household. Risk assessments are consistently implemented that include her all areas of her home, local outings and trips using the car. She undertakes daily checks of the environment and ensures her written risk assessments are reviewed regularly. This helps to make sure that children are cared for in a safe environment. The childminder ensures well-placed policies and procedures are known to parents and are implemented effectively. Consequently, children's well-being and safety are reliably well promoted.

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provision

The childminder monitors the educational programmes well. She ensures all children are making progress by recording her observations onto a developmental tracking sheet using supporting documentation. This enables her to clearly see if progress is being made and any areas where there might be delay. She is committed to developing her knowledge further and regularly partakes in additional training courses offered by the local authority. This proactive approach helps to make sure that children benefit from continually improving provision.

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provision

Partnerships with parents are positive and contribute to children's good progress. Feedback from parents is all positive as they comment that they feel their children really enjoy attending the setting. On the whole, partnerships with professionals, such as local authority advisors, local childminding groups, the local children's centre and local schools help promote continuity in children's learning. However, the childminder has not yet fully explored different ways to communicate and share relevant information with the other early years settings that children attend, in order to better support children's learning between the two settings. Nevertheless, self-evaluation arrangements are strong. The childminder has welcomed advice and support from her local improvement advisor. She has been supported to undertake environmental audits on her provision, the result of which she has used to strengthen self-evaluation. She ensures that she takes account of

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provision

the opinions of children and parents by using yearly questionnaires, communication dairies and written feedback in children's learning journals. The childminder identifies clear areas for improvement, which she prioritises and addresses effectively.

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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 205043 Local authority Worcestershire Inspection number 871096 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 8

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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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