Childminder in Warwickshire

Inspection date

Previous inspection date 24/09/2014 06/06/2013

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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 childminder provides good levels of challenge to promote children's physical skills and she effectively uses information from observations to plan for their next steps in learning.  Children are happy and enjoy their play with a wide range of good-quality resources in a stimulating environment. They play well with their peers and learn to take turns at sharing resources. The childminder has a kind attitude and her warm interaction with children helps them to feel emotionally secure. Therefore, their sense of well-being is competently promoted.  The childminder and her assistant have undertaken training in safeguarding and they have a clear understanding of their responsibility to protect children. The childminder takes the lead on risk assessments, including those for the pick-up of children from school.  The childminder works generally well with parents to provide a wide range of information about the childminding service.

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It is not yet outstanding because

 There are occasionally some weaknesses in communication with parents with regard to the care of children.  The childminder does not always use routine activities to extend children's understanding of healthy options so that they gain a full awareness of healthy lifestyles.

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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 checked evidence of the suitability and qualifications of adults working and living on the premises.  The inspector spoke with the childminder and the children during the inspection.

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Inspection activities

 The inspector looked at documentation, including children's files, policies and records.  The inspector observed activities indoors and during outside play.

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Inspection activities

 The inspector spoke with parents on the day and took account of written feedback from the childminder's parent survey.

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Information about the setting

The childminder was registered in 2012 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She works from the home of her mother who is also a registered childminder and she lives in the Lillington area of Leamington Spa. The childminder also works with an assistant. The whole of the ground floor, three bedrooms on the first floor, the playroom and the rear garden are used for childminding. The family has two cats, three dogs, a cockatiel and some goldfish as pets. The childminder attends a toddler group. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently 26 children on roll, nine of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 7am to 7pm Monday to Friday, except bank holidays and family holidays. She supports children who speak English as an additional

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Information about the setting

language. She is 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:

 review the arrangements for communication with parents to ensure the daily two- way flow of information is used to clearly share information about arrangements for their children's care

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

 use routine activities to help children learn about the reasons for eating the healthy snacks that are frequently served.

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who attend

The childminder has a good understanding of how to plan a wide range of stimulating activities to support children's learning. She competently promotes children's language skills and she effectively builds on their vocabulary. For instance, children clearly learn the names of fruit, which they eat at snack time, because the childminder repeatedly names these. Children enjoy messy play with jelly and they have opportunities to fill and empty containers while the childminder talks with them. She skilfully introduces mathematical language when she talks to children about the big spoons for stirring. She models how to move her fingers through the jelly while she maintains a steady flow of conversation about what she does. Therefore, children's understanding is well promoted. Children have a real sense of achievement because the childminder clearly recognises what they do and rewards them with lots of praise. She patiently allows time for them to continue with their

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who attend

play. This means that some of the characteristics of effective learning are well promoted because children have opportunities to keep on trying. For example, they continue to stir jelly and to fill and empty containers. There is good interaction with children throughout all activities and the childminder consistently promotes their independence skills by encouraging them to choose resources for free play. The childminder knows the children well and uses a range of appropriate methods to promote their learning. For example, when she talks with children who speak English as an additional language the childminder creatively enhances the verbal communication with hand gestures. Therefore, children develop a good understanding of what is said. In turn, this lays a strong foundation for their future learning. The childminder promotes children's learning well.

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who attend

Children have many opportunities to play outside on exciting equipment. Children's imaginary play is well promoted when they use long, hollow tubes to send messages to peers. They clearly develop small muscle skills when they practise digging with a wide variety of tools. Children have fun as they mount the climbing wall and they clearly develop coordination and balancing skills by using the swings. They are beginning to gain an awareness of various textures when they touch the floor coverings used in different sections of the play space. The childmnder plans a broad range of activities based on observations of what children can do and she appropriately includes challenges for the next steps in learning. These are often arrived at through discussions with parents. Through initial discussions with parents the childminder learns what they know about their child's development. The childminder uses this information as a starting point to clarify her

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who attend

understanding of children's individual needs. Subsequently, she carries out regular observations and shares these with parents so that they too have a clear understanding of their child's development. The childminder is generally informed about the reasons for the progress check between the ages of two and three years. She has discussions with her co- minder about these checks for children when they are due. The print-rich environment is a good indication of the emphasis placed on the promotion of children's literacy skills. Therefore, with appropriate support from the childminder children learn to recognise letters in preparation for school. Many examples of children's work are displayed and these reflect their creativity and skills in early writing.

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

Children are happy in the care of the childminder, who has a kind attitude and this helps them to form strong relationships with her. The environment is warm and welcoming and this means that children are at ease in these surroundings. Resources are within reach and children have many opportunities to play freely. The childminder agrees the settling-in arrangements with parents and has discussions with parents on how to best meet children's needs. She consistently follows the routines agreed with parents. The childminder regularly takes children to playgroups where they mix with others and learn to communicate with their peers. Therefore, children become confident in other venues away from the setting. This means that they are developing skills for moving to other settings, such as school.

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

Children are well behaved because the childminder is a good role model and she speaks politely to children. Therefore, children willingly say 'please' and 'thank you' when the chilmdinder reminds them to do so. This is particularly encouraged when adults serve children with food. They eat well because the childminder provides a good selection of snacks. Children choose from two snacks each day, such as fresh and dried fruit. The childminder regularly plans activities to help children learn about healthy eating. However, she does not always extend their understanding of healthy options during meal times. Nevertheless, children gain an awareness of other aspects of healthy activities because they have opportunities for daily outside play. Therefore, they are beginning to learn about the effects of exercise on their bodies. Children clearly lean to maintain aspects of their personal hygiene because they wash their hands after some activities, such as messy

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

play. Children lean to keep themselves safe and demonstrate clear understanding of this when they blow on hot food. The childminder competently ensures that children are safe on the premises because she closely supervises them at all times. When children take sensible risks on climbing equipment the childminder is close by and competently ensures they use the equipment safely. Children enjoy a wide range of fun activities due to the support of the childminder and the wide range of resources available.

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provision

The childminder has a good understanding of her responsibility to safeguard children. She is clearly informed about her role as a designated senior person for child protection, which includes supporting her co-minder and assistant as well as protecting children. A safeguarding board with information about procedures and the contact numbers of relevant agencies is in place. This means that all persons working on the premises have unhindered access to the information to support them in their work. The childminder has an appropriate understanding of the importance of rigorous recruitment and induction procedures to ensure adults are suitable to work with children. The childminder works closely with her co-minder to ensure the setting is managed well. She takes responsibility for ensuring risk assessments are in place, including visual checks of the premises. She oversees the arrangements for collecting children from school, including what is recorded

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provision

in the diary. All records required for the smooth running of setting are in place. These include the daily records of attendance, which are maintained electronically and in written form. The childminder consistently contributes to self-evaluation and reviews the planning and observations to support children's good progress. Since her last inspection, the chilminder has made effective changes. In particular, she has improved the communication with parents to obtain detailed information of children's development and routines when they first start.

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provision

The childminder actively works with her co-minder to monitor practice in the setting and they jointly manage the supervision of her assistant. During these sessions they discuss issues, including opportunities to maintain their professional development. As a result, her assistant is now undertaking a recognised course in childcare. The childminder has attended several courses to enhance her skills to work with children. There is a strong partnership with parents who comment very positively on the support they receive. The childminder maintains a daily two-way flow of communication with parents to share understanding of arrangements to meet children's needs. However, recently there was an incident relating to the collection of children from school, due to a breakdown in otherwise good communication. This resulted in confusion about the collection of children from school. Regular progress records are shared and the childminder works with parents to

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provision

promote children's development needs, such as potty training. Parents receive a wide range of information, such as meals served to children, activities and copies of policies. A regular newsletter is provided with details of events and changes in the setting. The childminder has regular contact with other agencies and this contributes to the self- evaluation to the planning of a good range of activities. Currently, children who attend this setting also attend other early years providers. The childminder clearly understands the importance of sharing information with these other providers to promote children's individual learning effectively.

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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 EY455287 Local authority Warwickshire Inspection number 990227 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 26

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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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