Childminder in Staffordshire

Inspection date

Previous inspection date 29/10/2014 16/03/2009

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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

 Teaching is good. The childminder uses good questioning techniques that make children think and respond. This successfully promotes children's language and early mathematical development, so that they make good progress in these areas.  The childminder has a secure understanding of her responsibilities in meeting the safeguarding and welfare requirements, and has effective systems to monitor their implementation.  Children are happy and relaxed within the childminder's home because of the strong relationships established between them.  The childminder actively engages in developing her own knowledge, understanding and practice by attending training. As a result, the service she provides for all children is continuously improved.

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It is not yet outstanding because

 The childminder does not fully explore different strategies to build on the initial information gathered from parents and encourage them to continue to share information about their children's learning and development at home.  The environment is not consistently rich in print to help children further develop their early reading skills and interest in the meaning of words.

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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 the children engaged in different activities.  The inspector held a joint observation with the childminder.

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Inspection activities

 The inspector looked at the children's assessment records and planning documentation.

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Inspection activities

 The inspector checked the childminder's qualifications, evidence of suitability and her policies and procedures.

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Information about the setting

The childminder was registered in 2008 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register and works with a co-childminder. She lives with her family in a bungalow in Burntwood, Staffordshire. The whole of the bungalow with the exception of two bedrooms is used for childminding. There is an enclosed garden for outdoor play. The family has a dog. The childminder attends a local toddler group. She visits the shops and nature reserve on a regular basis. The childminder collects children from the local schools and pre-schools. There are currently eight children on roll, two of whom are in the early years age range and they attend for a variety of sessions. The childminder operates all year round, from 7am to 6pm, Monday to Thursday, except for bank holidays and family holidays. The childminder is a member of the Professional Association for Childcare and Early Years.

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

 encourage parents to share even more information, both at the start of the placement and on an ongoing basis, about their children's learning and development at home, for example, by introducing different ways to enable parents to share any significant achievements

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

 enhance opportunities for children to begin to understand that print carries meaning, for example, by using words, signs and numbers to label resources.

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who attend

Children are clearly happy, relaxed and enjoy the time they spend in the childminder's home. The childminder has a good understanding of how children learn through play and provides enjoyable activities for children of different ages. She gathers information from parents to identify starting points and plan activities based on the interests and play preferences of individual children. The childminder makes good use of regular observations to inform her of children's achievements and stage of development. She completes detailed learning journals for each child, which are used to plan a wide range of interesting and challenging activities, which extend children's learning. She regularly tracks the progress children are making. The childminder regularly shares information with parents about their achievements and progress children make in her setting. Younger children have a daily diary and there is regular verbal sharing of information between the

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who attend

parents and childminder. However, strategies to encourage parents to support and share initial and ongoing information about their children's learning and development at home have not been fully explored. There is a robust system in place for the childminder to complete the progress check for children aged between the ages of two and three years, in partnership with parents. The childminder knows how to focus on the prime areas of learning. She understands the importance of early identification of specific needs, and that early intervention is necessary to help narrow any identified gaps in children's achievement.

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who attend

There is a designated playroom, which provides access to a broad range of well-organised resources. Children are beginning to understand that print carries meaning and recognise some familiar words. However, the playroom environment is not consistently rich in pictures and words in order to support children's understanding further. The quality of teaching is good. The childminder's interaction with the children is good as she gets down to their level, gives them lots of eye contact and uses gestures to reinforce words. Children enjoy an activity, which requires them to sit in a circle and listen carefully to each other as they take it in turn to speak. They happily talk about past events and confidently ask questions. As a result, they are making good progress in their communication and language skills. The childminder responds well to children's interests, encouraging children to lead their own learning and joining in with their play. For example, children enjoy

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who attend

climbing on steps of different height, which are arranged in a circle. The childminder skilfully reinforces children's mathematical concepts of size and measuring as they talk about being taller and smaller. There is a range of story and rhyme sacks for the children to choose from which the childminder has made. Children enjoy learning to subtract as they play together with resources linked to the rhyme 'Five little ducks'. They create a pond with blue material and, while one child reads out the rhyme, two other children take it in turn to remove one duck at a time. Children have access to a range of equipment, such as pencils and pens to make marks. This helps to strengthen the muscles in their hands for early writing skills. Older children enjoy writing notes and drawing pictures. Children are eager to look at books and share stories read by the childminder. In addition, the childminder organises regular trips to the local library for activity sessions. This fosters

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who attend

children's love of books, developing their imagination and extending their general knowledge.

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who attend

Children of all ages enjoy taking part in baking or creative activities. They are able to explore different textures or experiment with paint and other resources to make their own artistic creations. They have fun playing outside choosing from a range of equipment. For example, scooters, hoops and role-play equipment. These activities help to support their developing physical skills and imagination. Regular trips to the local toddler group and nature reserve enable the children to develop their social skills and engage in a variety of other activities. As a result, children are acquiring the necessary skills to be ready for school when the time comes.

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

Children are content and happy in a comfortable, inviting and child-friendly environment. They share warm relationships with the childminder and her family. During a settling-in period, the childminder gathers a wealth of information from parents regarding their child's likes, dislikes, routines and particular needs. This ensures children's individual needs are well met when they begin attending the childminder's care. Consequently, children's emotional development needs are met well. Good links with local schools are in place. The childminder takes younger children along to collect their older peers. This helps to familiarise them with the school environment and supports them emotionally for starting school, when the time comes.

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

The childminder is a good role model and supports children to be aware of theirs and other's feelings. Children learn to be kind to each other and share toys. Their efforts and achievements are promptly acknowledged and encouraged through praise and positive body language. This supports children's self-esteem and confidence. The childminder actively teaches good manners. Children gain an understanding of the effect that actions and words can have on others. Consequently, children are well behaved due to the clear guidance on acceptable behaviour. Children are able to talk about road safety and stranger danger. Regular fire drills enable children to learn about staying safe in an emergency. Children are encouraged to pick up toys and put them away when they have finished playing with them to ensure clear pathways. As a result, children develop an awareness of how to stay safe.

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

Children have daily opportunities for fresh air and exercise as they play in the garden or go for walks in the local nature reserve. They are encouraged to be independent and the childminder is readily available to support them with their self-care skills if they require assistance. This helps children to build confidence and find out what they can do for themselves. The childminder consistently reinforces good hygiene procedures, such as hand washing. As a result, children know they need to wash their hands. Appropriate arrangements are in place for children to rest and sleep. The childminder provides children with fresh, healthy and nutritious snacks and ensures they can access drinking water at all times. She provides a wide selection of fresh fruit and introduces children to new tastes and textures through home-cooked meals. There are regular discussions and activities with the children to support their understanding of the importance of being healthy. For

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

example, children grow their own fruit and vegetables in the garden and learn how to clean their teeth using a 'Smiley Crocodile'. As a result, children's health and hygiene are well promoted.

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provision

The childminder has a good understanding of her responsibility in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. She has attended relevant training to keep her knowledge up to date. The childminder knows what to do if she had any concerns about a child's care or welfare. There are a range of policies and procedures in place, which underpin the welfare and safeguarding requirements. Accidents are recorded separately from existing injuries, which are accounted for and countersigned by parents. The childminder has a current first-aid qualification and keeps written records of all medication administered to children. There is a first-aid box, which is easily accessible at all times, with appropriate contents for use with children. The childminder ensures her home is safe and secure and only suitable adults have contact with the children. All adults living in the home have been appropriately vetted and any

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provision

visitors are signed in. The childminder is very conscientious about keeping children safe from harm and ensures they are protected and closely supervised at all times. For example, safety gates are used to prevent access to some areas, such as the kitchen. She has completed thorough risk assessments of her home, garden and outings undertaken. The implementation of these successfully minimises potential hazards and risks to children and is effective in keeping them safe and secure. As a result, children are safeguarded and protected.

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provision

The childminder has a good understanding of her responsibility in meeting the learning and development requirements. She monitors the educational programmes to ensure that all areas of learning are covered. As a result, she has a good overview of the level of development of the children in her care and plans a good range of activities to meet their learning needs. The childminder is committed to developing her already good knowledge of how children learn and develop. She has gained an appropriate early years qualification at level 3 since her last inspection and regularly attends training. The childminder monitors her provision effectively by using the Ofsted self-evaluation form. She knows what she does well and what she needs to do to improve the outcomes for children. The childminder regularly asks children and parents for their views through questionnaires. The recommendations raised at the last inspection have been fully addressed. She works

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provision

with another childminder and they regularly evaluate each other's practice. This demonstrates a drive to improve her skills and the quality of care she offers to children.

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provision

The childminder is knowledgeable about working with other agencies and professionals. She understands the procedures to follow if additional support is required to enable children to succeed and achieve. Good relationships have been established with local schools and information is shared to support learning, progression and provide a smooth transition. Parents are warmly welcomed into the setting and have positive relationships with the childminder. Regular verbal feedback keeps parents up to date about their child's progress and they have open access to their child's learning journal. Newsletters inform parents about activities and forthcoming events. Parents are very pleased with the care and education their children receive. They comment about how much their children enjoy coming here. Consequently, children's individual needs are being met through trusting and respectful relationships being fostered.

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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 EY379876 Local authority Staffordshire Inspection number 858567 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 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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