Childminder in Worcestershire

Inspection date

Previous inspection date 05/11/2014 19/03/2012

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early years provision

This inspection: 2 Previous inspection: 3 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 implements effective safeguarding procedures. This ensures children are cared for safely and feel secure in her care.  Children's emotional well-being is promoted very well. The childminder develops strong relationships with children and takes particular care to ensure they are supported to manage new experiences with confidence.  Teaching is good. Children enjoy a wide variety of activities which engage and interest them. The childminder knows their abilities well and provides suitable challenge to help them meet their next steps in learning. Consequently, they make good progress towards the early learning goals.  The childminder develops a strong working relationship with parents and other professionals, such as pre-school teachers. This contributes to supporting children to make good progress in their learning and development.  The childminder demonstrates a strong drive and motivation for developing her skills

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This provision is good

and the outcomes for children. She reflects upon her practice and seeks training to improve her knowledge and understanding. This supports continual improvement.

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It is not yet outstanding because

 Children are not fully supported to build upon their developing understanding of growth and changes that are made over time.

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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 activities in the lounge and completed joint observations with the childminder.

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Inspection activities

 The inspector took account of the views of parents and carers through their written comments included in their contributions to the self-evaluation process.

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Inspection activities

 The inspector spoke with the childminder about the daily routines, children's individual learning and her self-evaluation.

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Inspection activities

 The inspector looked at a selection of policies and procedures, including safeguarding and complaints, children's assessment records and a range of other documentation.

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Inspection activities

 The inspector checked evidence of suitability of all adults having contact with children and the childminder's self-evaluation form.

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Information about the setting

The childminder was registered in 2003 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children in a house in Tamworth. The whole of the ground floor and the rear garden are used for childminding. The family has two dogs as pets. The childminder attends local toddler groups. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently four children on roll, three of whom are in the early years age group and attend for a variety of sessions. She operates all year round, from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays.

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

 provide further opportunities for children to build on their developing understanding of growth and changes that are made over time, by for example, growing and caring for living things outdoors.

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who attend

Teaching is consistently good. The childminder demonstrates a strong knowledge of how children learn through play. She provides children with stimulating and challenging experiences according to their individual needs and interests. She has high expectations of all children based on clear and accurate assessment of their emerging skills. She observes children at play and uses the information to monitor the good progress they make. This is recorded in each child's learning journal booklet and supports the childminder to successfully prepare children for their next stage in learning and for school. The childminder engages well with parents and encourages two-way communications about their children's learning in various ways. For example, at the beginning of the placement parents share information about their children's interests, lifestyles and learning achieved at home. Communication sharing continues as parents regularly access their children's

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who attend

learning journal and are provided with summary reports, which they are encouraged to comment upon. The childminder also demonstrates a good understanding of the importance of sharing information with other practitioners, such as pre-school teachers, when children attend more than one setting. Regular verbal and written communications ensures all adults are knowledgeable about children's all round learning. This ensures all adults work together to support children to reach their full potential.

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who attend

Children thoroughly enjoy being creative and are supported by the childminder to investigate a wide range of different media and materials. For example, children sit and concentrate well and develop their physical skills as they explore play dough. They enjoy moulding the dough with their hands and successfully use tools, such as, rolling pins, cutters and tweezers. The childminder constantly gives them a running commentary of what they are doing and uses open prompts to support their language development and critical thinking. For example, she asks children to describe the features of faces they are making. As a result, children use words, such as wobbly to describe the eyes. Older children confidently use more complex sentences to link their thoughts. For example, they exclaim to the childminder, 'We are making play dough and having fun aren't we?' Children also enjoy exploring materials in the natural world when out visiting the park. For

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who attend

example, they collect fallen leaves, which they bring back to the childminder's home and use to design pictures in their arts and crafts. Some children show a particular interest for growing and talk about things they have observed at home when planting bulbs and flowers with their mother. This indicates their developing understanding of the world. However, children have few opportunities to extend on this understanding and to grow and care for living things outdoors in the childminder's home in order to observe the changes over time.

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

The childminder successfully supports children's physical and emotional well-being. She ensures children and their families are warmly welcomed into her home, which builds strong and trusting relationships. The childminder takes time to become familiar with the children's routines and learns how parents meet their individual needs. Therefore, children experience a smooth move from home into her care and settle well. The childminder also works closely with parents and other practitioners to prepare children for their next stage in learning, such as moving onto pre-school. Children benefit from visiting the new setting, so that they become familiar with the environment. The childminder takes time to discuss strategies with pre-school teachers and parents to support children who are feeling unsure. This includes children taking their favourite cuddly toy to give them comfort and re-assurance. As a result, children develop the necessary skills to embrace all new

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

Children are learning to manage their behaviour well. They share and take turns and are developing positive friendships with each other. They are supported by the childminder to be aware and recognise the feelings of others. For example, when discussing whether a face they are making out of play dough is happy or sad, older children consider it to be a smiley face. Children are supported by the childminder to learn how to manage risks and keep themselves and others safe. For example, children safely transport play equipment around the environment and regularly practise the emergency evacuation procedures.

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

The childminder provides children with clear messages about the importance of a healthy and safe lifestyle. She ensures they enjoy many fresh air and exercise. For example, children enjoy picnics in the garden and regularly visit places in the local community, such as the park and library. The childminder ensures children enjoy sociable mealtimes and supports them to tell her what they would like to eat. Snacks and meals are healthy and nutritious and include fresh fruit, such as grapes. Children develop their self-care skills well as they feed themselves and help themselves to a drink when thirsty. Children's self-care skills are further supported by the childminder who encourages them to dress themselves before going outdoors.

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provision

The childminder demonstrates a good understanding of her responsibility to ensure the safeguarding and welfare, and learning and development requirements are met well. She gives high priority to safeguarding children and protecting them from harm. The childminder demonstrates a strong understanding of child protection procedures and develops her knowledge by attending training in this area. She shares clear and concise policies and procedures with parents, which includes her safeguarding and complaints procedure, and all are effective in practice. However, the childminder does not have a written statement of procedures to be followed in the event of a complaint being made. This is a breach of the Childcare Register. All aspects of the premises both indoors and outdoors are subject to thorough risk assessments. The childminder has successfully identified and minimised all hazards, which ensures children enjoy a safe, secure and

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provision

The childminder monitors children's learning well. She has a strong understanding of how children learn and develop which has been enhanced by completing a degree in early years practice. Therefore, children flourish and make good individual progress over time. The childminder demonstrates a strong commitment to reflecting upon her practice in order to improve her skills and the outcomes for children. She uses self-evaluation successfully to identify her strengths and areas for future improvement. All recommendations from the previous inspection have been improved upon. For example, she now has a clear record of children's learning, which she uses to identify children's next steps and which she shares with parents. Priorities for future improvement include, developing an allotment in the outdoor environment that supports children to explore and observe the natural world.

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provision

The childminder establishes strong bonds with parents and ensures the individual needs of their children are shared and understood. When gaps in children's learning are identified, the childminder works closely with parents to secure appropriate interventions from other professionals, such as speech therapists. This ensures children quickly get the support they need. The childminder also encourages parents to share their opinions concerning the setting. Some parents record their views, which the childminder uses as part of her self-evaluation. Comments include how the childminder manages children's behaviour in a firm and fair manner. Some parents feel their children are, 'happy with the routines and are learning something new daily'. They ask the childminder to continue providing varied and healthy options at mealtimes.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Not Met

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 ensure a written statement of procedures is in place to be followed in relation to complaints which relate to the requirements of the Childcare Register and which a parent makes in writing or by email (compulsory part of the Childcare Register).  ensure a written statement of procedures is in place to be followed in relation to complaints which relate to the requirements of the Childcare Register and which a parent makes in writing or by email (voluntary part of the Childcare Register).

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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 EY272802 Local authority Staffordshire Inspection number 979615 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

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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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