Childminder in Worcestershire

Inspection date

Previous inspection date 30/10/2014 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable 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 and is guided by accurate assessments of children's learning and development. As a result, children's progress is consistently good.  The childminder supports children's speech and language development particularly well. She speaks slowly and clearly, introduces new vocabulary and gives children time to think and respond.  The childminder has a good understanding of her role and responsibility to protect children in her care and to keep them safe at all times. She uses effective safeguarding procedures that support her to promote children's welfare competently.  Children are happy in the childminders care. They form secure attachments because the childminder works in partnerships with parents to ensure she knows children's routines and needs.

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It is not yet outstanding because

 There are few opportunities for children to gain an understanding of diversity and to challenge negative attitudes and stereotypes.  The childminder does not always consider the patterns of repeated behaviour which children use to explore and express their developing ideas. Consequently, there is scope to maximise children's learning by using this information when planning activities.

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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 all areas of the house and garden used for childminding and assessed their suitability and safety.

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Inspection activities

 The inspector observed the childminder engage in a range of play activities both indoors and outdoors and daily care routines with the children.

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Inspection activities

 The inspector sampled documents, including children's personal and developmental records, risk assessments, some policies and accident and medication records.

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Inspection activities

 The inspector read feedback from parents and discussed with the childminder how she evaluates her practice and her development plan.

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Inspection activities

 The inspector checked evidence of suitability of those living and working at the childminder's home.

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Information about the setting

The childminder was registered in 2012 on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children in Redditch, Worcestershire. The whole of the ground floor of the property is used for childminding. There is an enclosed garden available for outdoor play. The childminder attends toddler groups and activities at the local children's centre. She visits the library, shops and park on a regular basis. The childminder operates all year round from 7.30am to 6pm, Monday to Friday except for family holidays. There are currently four children on roll, all of whom are in the early years age group and they attend for a variety of sessions. The childminder is qualified to degree level and also holds Qualified Teacher Status. On occasions, she works with an assistant. The childminder receives support from the local authority.

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

 extend children's understanding of difference by providing positive images of all children, including those with diverse physical characteristics, including disabilities

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

 maximise children's progress by using information about the repeated behaviour and schemas used by the children to explore and express their developing ideas and thoughts, to promote even swifter development through play and exploration.

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who attend

Children make good progress in their learning and development. This is because the childminder is attentive and supportive to children's individual needs and has a good knowledge of how children learn and develop. She plans activities around the children's individual interests. These are varied and cover all areas of learning. They include a good balance of child-initiated and adult-directed play. For example, the childminder fills a tray with sand so that young children can fill and empty different sized containers. They extend their own play by adding other resources, such as tractors and cars. As a result, children benefit from a combination of experiences that include those led by an adult and learning from their own play. The childminder gets to know the children and families well. She meets with parents before children start and gathers information to help her tailor her care to children's needs, and plan for their individual learning. Each child has a learning

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who attend

record that details their starting points, ongoing progress and next steps. Parents are invited to review and add to these records. For example, parents advise the childminder of their child's achievements at home by completing 'Wow' vouchers. The childminder carries out regular observations of the children, assessing their achievements in order to identify the next steps in learning. These identified next steps inform the planning of future activities which help to ensure they are meaningful to children and reflect their stage of development. However, there is scope for the childminder to further enhance the way she plans, for example, by considering the patterns of repeated behaviour which children use to explore and express their developing ideas and thoughts. Children can consolidate their learning at home as information is shared effectively between the childminder and parents. For example, parents receive

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who attend

regular newsletters advising them of the activities and areas of learning that their child is due to cover. In addition, the childminder suggests books to read and songs to sing. As a result, parents are successfully included in their child's learning and the childminder has a good overview of the children's overall development. The childminder has a good understanding of her responsibility to carry out progress checks for children aged between two and three years. This means that young children's assessments are monitored effectively so that early intervention can be sought if necessary.

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who attend

The childminder supports the development of young children well and provides a broad and interesting range of activities for the children in her care. Young children learn how things work, chuckling as they push buttons to make noise and to make toys move. The childminder encourages the children to think critically and to try for themselves as they fit pieces of train track together. Children are motivated, kept interested in the activities available to them and show they have developing concentration levels. They practise cutting, express their creativity and use their imagination as they enjoy exploring tubes, containers and small boxes. Young children excitedly peer through the long tubes. The childminder extends their play by suggesting they make binoculars. She supports children's speech and language development particularly well. The childminder speaks slowly and clearly, introduces new vocabulary and uses questioning techniques which

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who attend

allow children time to think and respond. For example, she asks what they can see through their binoculars. Children develop a good range of skills which help prepare them in readiness for school. They think carefully as they correctly complete age-appropriate puzzles and listen and follow instruction when it is time to tidy up. They enjoy making marks as they use a selection of chunky chalks and crayons. Children have access to a good selection of books which they handle correctly. They climb on the childminder's lap and listen attentively as she reads to them, and enthusiastically join the childminder in singing action songs. She uses different tones and lively voices, gives lots of eye contact and encouragement. Through practical activities, children develop an awareness of number, shape and colour. During lunch time, children count how many sandwiches and pieces of fruit they have on their plate, as well as discussing the colours and shape of the

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who attend

Children are developing a good range of physical skills and enjoy spending time outdoors in the fresh air. This is because the childminder has a well-resourced garden where children can run, jump and use ride on toys. Children are developing an understanding of the world around them. The childminder regularly takes the children for nature walks where they collect twigs and leaves. They visit toddler and childminding groups, nearby parks and shops. In addition, they visit the library and children borrow books to take home. These experiences help children to learn to be sociable with others and to begin to understand about their local community. However, when in the childminder's home, children have fewer opportunities to understand and be sensitive to diversity. Consequently, their understanding about similarities and differences between themselves and others is not fully developed.

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

Children are happy, confident and show pleasure in their play. This is because they are cared for in a warm and welcoming family home. They have a loving relationship with the childminder and receive lots of reassurance, praise and cuddles. The childminder has effective settling-in procedures. Parents are invited to stay and play, as well as meeting and getting to know her family. The childminder takes full account of parents' wishes and home routines to minimise any anxiety so children soon settle and enjoy their time with her. Children are active or restful through choice, and young children sleep in line with their individual needs and how they feel most comfortable. Consequently, children's emotional well-being is well promoted.

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

The childminder supports children well in developing an understanding of the importance of healthy lifestyles. There are a good range of resources both inside and outside to encourage children to be active. For example, children skilfully manoeuvre small ride on toys. Daily walks to the shops and groups ensure that children have lots of fresh air and exercise. Children follow good hygiene routines because the childminder sets a good example. They routinely wash their hands after nappy changing or returning in from the garden. Children's intimate care needs are sensitively met as they are kept clean and dry and are actively encouraged to manage their own self-care. Parents provide all meals and snacks for their child and the childminder has a healthy eating policy which is shared with parents on induction.

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

The childminder keeps her home safe. It is well resourced, warm and welcoming. The childminder has well-placed literature for parents regarding children's safety, well-being and learning. Toys and resources are of a good quality, age appropriate and easily accessible to the children. Therefore, they are able to make free choices about their play. The childminder supervises children well and their behaviour is good. The childminder positively reinforces good behaviour during activities using lots of encouragement and praise. She also gently reminds children of why some behaviour is unwanted. For example, gently reminding children not to throw the sand. Children learn to keep themselves safe through practical daily routines and the childminder's guidance. For example, the childminder reminds children to hold hands when out on walks.

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provision

The childminder has a good understanding of her responsibility to meet the safeguarding and welfare requirements. She understands her role in protecting children from harm and is fully aware of how to follow correct safeguarding procedures should she have a concern about a child in her care. The childminder has a current first-aid certificate, and therefore has up to date knowledge and skills to deal with such instances. All necessary checks have been completed to confirm that adults living and working in the home are suitable to be in regular contact with children. The childminder occasionally works with an assistant who has completed all suitability checks and is also trained in first aid and child protection. This helps to ensure children receive care from appropriate individuals with the skills and knowledge to support them. In addition, clear procedures for managing and checking visitors are in place. The childminder closely supervises the children. Safety within the

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provision

home and garden are effective as the childminder carries out daily visual checks and maintains risk assessments. Documentation and records are extremely well organised and completed to a high standard, which helps to ensure that children's well-being is maintained.

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provision

The childminder has a good understanding of the learning and development requirements. She plans activities around the children's interests which are purposeful and challenging. The childminder understands the importance of monitoring the educational programme and does so effectively. She reviews her planning weekly to ensure that each area of learning is being covered and that children are progressing in accordance with their developmental milestones. As a result, children make good progress in their learning. The childminder is a reflective practitioner and shows a strong commitment to ongoing improvement. She demonstrates a good awareness of the strengths and weaknesses of her provision. For example, she is keen to further improve the already good quality learning experiences she provides so that children are even more engaged and motivated in their play. As a result, the childminder shows a firm capacity for improvement and

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provision

continues to move forwards on her journey to excellence.

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provision

Partnerships with parents are good. The childminder spends time at the beginning and end of each day discussing children's achievements and care needs. In addition, each child has a daily diary which details their care needs, for example, what they have eaten and how long they have slept. Parents actively contribute to the daily diary and learning record. This two-way flow of communication ensures that parents are kept well informed about their child's progress, along with having opportunities to continue their child's learning at home. The childminder values and seeks parents views on the quality of her provision by asking them to complete questionnaires. The childminder is developing partnerships with other professionals. She meets regularly with other childminders to share good practice. She receives support from the local authority adviser and implements changes that are suggested to enhance her practice. Parent's comments are consistently

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provision

positive. Overall, children are happy, settled and enjoy the time they spend with the childminder. The skills they learn help them to be ready for school and lay firm foundations for 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 EY446995 Local authority Worcestershire Inspection number 890367 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 4

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Name of provider

Date of previous inspection not applicable

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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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