Walsh, Linnet

Inspection date

Previous inspection date 28/10/2014 08/10/2008

p.1

early years provision

This inspection: 1 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 1 The effectiveness of the leadership and management of the early years provision 1

p.1

This provision is outstanding

 Children make rapid progress in their learning and development because of the effective way the childminder assesses their progress. She places a very strong focus on children's individual learning needs and uses her skills in observation, assessment and planning to make sure all children achieve extremely well.  High priority is given by the childminder to children's safety and well-being. Children are effectively safeguarded. They are happy, settled and secure as relationships between the childminder and children are excellent. Children develop good independence and skills for their future learning because the childminder organises an accessible, safe and stimulating environment.  Children are responsible and learn good self-care skills throughout well-organised routines. The childminder sets, explains and maintains clear, reasonable and consistent limits and helps children understand why their wishes may not always be met.

p.1

This provision is outstanding

 The childminder forges excellent relationships with parents from the moment children start. She is a qualified and experienced childminder who regularly seeks parents' views about her service and recognises and values their contributions, so they can work in unison to fully support children's well-being, learning and development.  The childminder is extremely proactive in making improvements to her provision. She reads early years literature, attends local networking groups and accesses training in order to enhance her skills and knowledge, and significantly improve outcomes for children.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector observed the childminder engage in a range of indoor and outdoor learning activities, play and daily care routines with the children.

p.2

Inspection activities

 The inspector discussed a joint observation of an activity with the childminder and spoke with the childminder and children at appropriate times throughout the inspection.

p.2

Inspection activities

 The inspector looked at children's assessment records, planning information, children's development folders and a selection of policies and procedures.

p.2

Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder, the childminder's self-evaluation form and discussed her plans for improvement.

p.2

Inspection activities

 The inspector took account of the views of parents and carers from the feedback obtained by the childminder.

p.2

Information about the setting

The childminder was registered in 2002 and is on the Early Years Register and the compulsory and voluntary part of the Childcare Register. She lives with her husband and three children in a house in Stourport, Worcestershire. The whole of the ground floor, one bedroom on the first floor and the rear garden are used for childminding. There are currently nine children on roll, seven of whom are in the early years age group and attend for a variety of sessions. The childminder supports children who speak English as an additional language and children with special educational needs and/or disabilities. The childminder is an accredited member of the Worcestershire Childminding Network and is able to offer funded early education for two- three- and four-year-old children. The childminder visits the shops and park on a regular basis and takes and collects children from school. The childminder operates all year round from 7.30am to 6pm, Monday to

p.3

Information about the setting

Friday, except for family holidays and bank holidays. The childminder holds an appropriate early years qualification at level 3. She also receives support from the local authority.

p.3

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

 extend the use of non-verbal communication in everyday practice to further enhance the communication skills of all children, so that they continue to achieve to the highest level.

p.3

who attend

The childminder has an excellent knowledge of the learning and development requirements of the Statutory framework for the Early Years Foundation Stage and how children learn. She makes excellent use of suitable guidance documents to further support her in monitoring their progress across all areas of learning. Through initial in-depth discussions with parents, the childminder finds out about children's experiences, what individual children know, like and can do. She uses this information to plan and provide an exceptionally varied range of activities and experiences for the children, which ensures they develop strong skills in readiness for school. Through observations and sharply focussed assessments of each child's abilities she is able to clearly identify the next steps in children's learning. Each child has a very detailed learning journal folder which provides parents with an excellent overview of the progress their children are making. The

p.3

who attend

childminder is well aware of the importance of providing parents with a progress check for children aged between two and three years covering the prime areas of learning to support their ongoing development. The assessment records in place for children are meticulous and assist her when carrying out this development check. Parents are actively encouraged to be involved in their child's learning. Information and ideas are sent home to provide parents with the opportunity to further support their children's progress. Children are continuously challenged, supporting them to become motivated learners and helping them to make rapid progress in their learning and development.

p.3

who attend

The childminder's home is a child friendly and richly resourced learning environment. It is thoughtfully organised to enable children to freely choose resources to support their play and learning. Children can move around freely, and have time to explore and make their own discoveries. They are actively supported by the childminder, who responds to their individual needs by introducing resources to extend, and give optimal challenge to their enjoyment and help them make rapid progress. Caring, enthusiastic, playful interactions and positive role modelling, shows that the quality of teaching is excellent. Children's communication and language skills are given a high priority by the childminder at all times. The childminder explains the meanings of words, provides excellent commentary and asks open-ended questions to children during their play, to engage them in practising their language skills. She listens to their responses, giving them time to speak,

p.4

who attend

demonstrating that she values what they have to say. The childminder's clear pronunciation ensures that children of all ages hear appropriately modelled language. She encourages children to talk a lot and uses every opportunity to increase their range of words, such as pointing out and repeating words in books or singing nursery rhymes. This helps children in improving their vocabulary and helps them to become competent, confident communicators.

p.4

who attend

Children have excellent opportunities to spend time outdoors in the fresh air to promote their physical skills. They go into the garden and hunt for worms with magnifying glasses or use the binoculars to find the birds they can hear in the trees. They become engrossed playing in the sand, hunting for buried shells, placing them to their ear to listen to the sound of the sea. They go on walks in the forest looking at mini beasts through magnifying glasses. Children have regular opportunities to play on the larger equipment at stay and play groups and other play venues. The childminder has an exceptional knowledge of promoting equality of opportunity and ensures all children and their families are valued and respected. Children learn about different festivals, such as, Halloween, Easter, Diwali and Eid. They access a range of resources that depict positive images of different people and varying cultures. The childminder goes the extra mile to promote

p.4

who attend

children's understanding of the needs of other children, particularly those with special needs, and those who speak English as an additional language, to ensure all children are fully included in the setting. For example, the childminder has recently attended training in non-verbal communication and is keen to use this more readily in her everyday practice as she recognises that this would help all children to express themselves more fully. Children create wonderful art work and drawings which the childminder displays. For example, they have made hedgehogs from sycamore seeds, painted apple trees, and labelled body parts on large body shapes. This actively contributes to children's understanding of the world and seeing their work valued and displays contributes to their growing self-esteem. Children love to take part in role play and dressing up which helps to arouse their curiosity and extends their imagination. Children's understanding of the world is developing well as

p.4

who attend

they investigate a range of electronic toys to find out how they work by pushing buttons and turning knobs. They have free access to technology through the use of a laptop and digital camera. Children are actively encouraged to share toys and play together to promote their social skills in preparation for later transition to nursery and school. As a result, children are well prepared for the next stages in their learning and make outstanding progress in their learning and development from their starting points.

p.4

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

Strong attachments and close relationships between the childminder and the children are highly evident. The childminder actively supports the move for new children into her home through a gradual settling in procedure. This is individual to each child's emotional needs, ensuring that they settle quickly and happily. Constructive engagement with parents ensures that all issues regarding their child's routines, likes and preferences are discussed. The childminder has a very calm and patient manner and she gives children individual attention which helps to ensure that each child feels valued and special. Consequently, children enjoy their time with the childminder and are emotionally secure, enabling them to independently explore the learning environment. Children behave exceedingly well because the childminder leads by example and is a very good role model who treats them with kindness and respect. Children enjoy each other's company, seeking out friendships

p.5

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

and forming relationships. Simple house rules are in place such as, being kind to each other, taking care of the toys, and sharing with others. These rules are reinforced throughout the day. Regular attendance at local toddler groups and playgroups supports children to develop their social skills with others and experience being part of a larger group of children. These personal skills of developing independence and building positive relationships mean that children are exceptionally well prepared emotionally for the next stage of their learning, such as, school.

p.5

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

The childminder supports children extremely well in understanding the importance of a healthy diet, through discussions about foods that are healthy and those which are not. Children enjoy a variety of fresh fruits and vegetables at snack time and the childminder gives parent up-to-date information about healthy eating. Children quickly develop their independence in self-help skills. This is because the childminder knows the children exceedingly well and has high expectations of them. For example, they have a very good awareness of their own toileting needs, supported by the childminder if needed. The childminder uses pictorial timelines to encourage them to do things for themselves, before offering support, such as, gently reminding them to wash their hands at appropriate times during the day or reminding them where to put their outdoor shoes and coats. This gives all children opportunities to be independent and to test out their capabilities.

p.5

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

Children enjoy fresh air and exercise, developing physical skills and confidence as they play on large equipment at local parks and toddler groups. The childminder uses these opportunities to reinforce how to use equipment safely, enabling children to take safe risks, under close supervision. Consequently, children learn how to protect themselves from harm. Children further develop an understanding of how to keep themselves safe in a number of ways. For example, during outings the childminder discusses road safety, supporting the children's understanding of safe places to cross and the hazards they need to be aware of. Regular fire evacuation drills help reinforce the dangers of fire, with this completed at the appropriate level to match children's understanding. Children of all ages learn the importance of tidying away toys before getting others out to play with, knowing that too many toys on the floor may be dangerous and cause them to fall.

p.5

provision

The childminder is highly professional and organised. She demonstrates a robust knowledge and understanding of the safeguarding and welfare requirements. Children are thoroughly protected from harm as she has a clear understanding of her role and responsibility to report any concerns. Risk assessments are rigorous and used very effectively to help minimise hazards, both within the setting and on the many outings which the childminder provides for the children. These are also regularly reviewed to ensure that any potential safety risks are swiftly identified and addressed. All children benefit from high levels of care because the childminder ensures they feel safe, achieve well and are fully included in activities. The child minder is pro-active to ensure her policies and procedures are implemented effectively and she continually revises these to reflect current legislation. This means that children's safety and well-being is constantly

p.6

provision

The childminder takes extraordinary pride in all areas of her work and constantly strives to improve through a rigorous self-evaluation process. She recognises that ongoing evaluation, reflection and training are crucial to maintaining a high standard, quality provision and in keeping abreast of changes. She has completed an appropriate early years qualification at level 3 and she uses this knowledge well to enhance all aspects of the provision. She prioritises any areas for improvement through an action plan to make carefully chosen and considered changes to her practice. For example, she has introduced a new document for tracking children's progress, which helps her to clearly identify where children are in their development. The childminder has high aspirations and is keen to continue providing excellent standards across all aspects of her work. She establishes excellent relationships with the local authority and other early years professionals. Her

p.6

provision

commitment, dedication and hard work are recognised by these professional bodies as they have assessed her practice and she has become an accredited member of the childminding network.

p.6

provision

The childminder has highly successful partnerships with parents and other professionals. This enables her to meet children's individual needs extremely well. Parents are kept well informed at all times about children's routines and development. The childminder actively encourages parents to be involved in their children learning both in the setting and at home. For example, she provides a very detailed learning journey that gives excellent examples of children's experiences, challenges they have overcome and celebrates all their achievements and successes. She also fully involves parents, carers and children in the methods used to assess her practice, giving them a 'voice' in the continual improvement of the provision. The childminder has also developed extremely effective relationships with the other professionals who work with the children, such as, the inclusion team and speech and language therapists. They visit her home regularly and share information

p.6

provision

which helps to significantly enhance children learning and development. This highlights the high level of importance in which she places upon working together with everyone involved with the children in her care. This mutual respect and partnership working enables parents, carers and professionals to work exceptionally well together. Therefore, they successfully meet the changing needs of the children, continually supporting their exceptional progress.

p.6

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

p.7

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

p.8

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.

p.8

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.

p.9

Setting details

Unique reference number EY102466 Local authority Worcestershire Inspection number 872414 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 9

p.9

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.

p.9

Type of provision

For the purposes of this inspection the following definitions apply:

p.9

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.

p.9

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.

p.9

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.

p.10

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,

p.10

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’.

p.11

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.11