Childminder in Worcestershire

Inspection date

Previous inspection date 06/11/2014 06/11/2008

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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

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This provision is outstanding

 Children make rapid progress in their learning, because the childminder's teaching is of a consistently high quality. She diligently observes and assesses children's development and is very successful in using this information to effectively plan activities for individual children.  The childminder comprehensively identifies and successfully minimises potential risks. Her knowledge of the signs of abuse and awareness of her responsibilities to protect children from harm ensures that children in her care are fully safeguarded.  Children settle exceptionally well and show a strong sense of belonging in the childminder's home. This is because they quickly form trusting relationships with her. They confidently and enthusiastically explore their environment and participate in activities with great enjoyment.  Children's behaviour is exemplary as a result of the childminder's high expectations. This effectively promotes the children's confidence, preparing them emotionally well for

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This provision is outstanding

their transitions to other settings and school.  Excellent relationships with parents and exceptionally strong links with other settings mean that there is a shared approach to children's learning and ensures they receive consistent support.

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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 childminder engage in a range of indoor learning activities, play and daily care routines with the children.  The inspector viewed areas of the premises and garden used for childminding.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times during the inspection.

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Inspection activities

 The inspector sampled a range of documentation, children's development records, risk assessments and a selection of policies and procedures.

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Inspection activities

 The inspector checked evidence of the suitability for all members of the household, the childminder's qualifications and her self-evaluation and improvement plan.  The inspector took account of the views of parents through written feedback.

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Information about the setting

The childminder was registered in 2005 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her adult son and one younger child in a house in Stourport. The whole of the downstairs of the house and enclosed rear garden are used for childminding. The family has two dogs and a goldfish as pets. There are currently four children on roll, three of whom are in the early years age group. The childminder operates all year round from 7.30am to 6.30pm, Monday to Friday, except family holidays and bank holidays. The childminder attends local childminding toddler groups and other activities, also she visits the shops, local library, and parks on a regular basis. The childminder holds a recognised childcare qualification at level 3 and receives support from the local authority. She is a member of the Professional Association for Childcare and Early Years and also the Wyre Forest Childminding Network.

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

 explore even more ways to support the communication skills for children who speak English as an additional language, such as, creating personalised family books that contain familiar, everyday pictures and words in their home language and English.

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who attend

The childminder has an excellent knowledge of the seven areas of learning and uses this knowledge and relevant guidance documents to teach and effectively plan for children's learning needs. Parents are highly involved as partners, completing All about me information with the childminder when their child initially starts. The childminder uses this to establish children's starting points. She then plans and provides a remarkably varied range of activities and experiences for the children based on their interests. The environment is highly stimulating and resources are stored in a variety of easily accessible boxes both indoors and outdoors. This allows children to have complete freedom to use and move resources around to fully express and build on their ideas. The childminder has an excellent understanding of how young children learn. Planning is flexible and specific to each child's interests. The childminder methodically completes the progress check for

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who attend

children aged between two and three years as and when the need arises. She uses meticulous observations and sharply focussed assessments of each child's abilities to clearly identify the next steps and any gaps in the children's learning. All of this information is shared with parents, enabling specific skills or next steps in learning to be supported by the childminder and by parents at home. Parents are also encouraged to share any skills that they have identified and would like the childminder to support their children with. Consequently, children are continuously challenged and motivated and make rapid progress in their learning and development.

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who attend

Children's communication and language skills are given a high priority by the childminder at all times. She 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, 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 reads stories daily, encouraging children to recall and retell their favourite stories, which they do very confidently. Children readily identify the objects in books when asked and independently point at the words, reciting different letters. This demonstrates their developing understanding that print conveys meaning and the high expectations, which the childminder has for all of the children in her care. Excellent opportunities are provided for children to learn about nature and the

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who attend

environment as they access a small growing area in the childminder's garden to explore, investigate and dig to find 'mini beasts'. During visits to the allotment, the childminder encourages children to take care of living things and talks to them about recycling through composting and how to use tools safely. The childminder further extends children learning when they return to her home with the apples they have picked from the trees. Children recall the fun they had peeling and cooking the apples and weighing the ingredients to make crumble. These activities provide children with a sense of achievement, which promotes a positive attitude towards learning, as they become highly confident in developing new skills.

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who attend

The childminder ensures that all children receive a high level of challenge and swiftly develop key skills for future learning. For example, children become competent learners as they access technology. They use electronic toys, digital cameras, laptops and computers in the childminder's home and at playgroup. The childminder promotes this further when children go out in the community to visit the shops where they see and use self-scan tills and use the buttons at the pedestrian crossing, on their walk to and from school. The childminder has an excellent knowledge of promoting equality of opportunity and ensures all children and their families are valued and respected. Positive images of people with differing abilities and multi-cultural resources are readily available and fully promote children's understanding of diversity. Children who speak English as an additional language are in the main, effectively supported. The childminder works closely with

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who attend

parents and asks them for familiar words in the children's home language to help them settle. The childminder has some resources and activities available to meet their needs. However, she is keen to explore even more ways to support their communication skills, such as, creating personalised family books that contain familiar everyday pictures and words in their home language and English. This will help to further embed their learning. The childminder gives children real-life experiences that incorporate their interests. For example, she encourages children to watch and participate in helping her husband to build a bow-top travelling caravan in the front garden. This further extends children's keen interest in tools and horses. Children helped him to build sections, watching with amazement as the caravan took shape. They saw the horses being attached to the caravan before her husband set off travelling. The childminder talks to children about the

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who attend

places he is visiting. As a result of all these activities, learning is a highly inspiring and truly outstanding experience for children.

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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 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 children settle quickly and happily. She places a high level of importance upon children being happy and gives high priority to their emotional security. The initial All about me information that parents provide regarding their child's preferences and care requirements, enables the childminder to fully meet their needs from the start. Parents comment favourably about the 'stable and consistent routines' and the 'excellent standard of care' that she provides for their children. Consequently, children enjoy their time with the childminder and are emotionally secure, enabling them to independently explore the learning environment and be confident at local groups and in the company of visitors.

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

Positive behaviour is highly evident as the childminder is an extremely good role model. She believes that behaviour is not an issue if children are treated respectfully, listened to, and provided with activities that interest, engage and challenge them. She recognises that when they are losing interest in an activity or when they are becoming tired, to act upon these signs and therefore prevent negative behaviour. The childminder gives lots of positive praise which children clearly enjoy in response to their achievements. Simple house rules are in place, such as, being kind to each other, taking care of the toys, and sharing with others, which are reinforced throughout the day. Regular attendance at local toddler and playgroups supports children to develop their social skills with others and experience being part of a larger group of children. Their sense of belonging is extremely well fostered, supporting them to become motivated learners. As a result, they are

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

emotionally extremely well prepared for the next stages in their learning, such as school and nursery.

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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 the childminder's home, local parks and toddler groups. The childminder gives written information to parents regarding healthy eating and she encourages children to eat a nutritious diet and try different foods. Children enjoy a wide variety of fresh fruits and vegetables at snack and mealtimes, and parents value her emphasis on healthy eating, commenting positively that their children choose fruit at home, rather than sweets. All of this supports children extremely well in understanding the importance of a healthy lifestyle. Children quickly develop their independence in self-help skills because the childminder knows them exceedingly well and has high expectations of them. The childminder encourages them to attempt to do things for themselves, before offering support, thereby giving all children opportunities to be independent and to test

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

out their capabilities. For example, children help to wash and prepare the fruits for snack time, independently use the bathroom, learn how to put on their own shoes and coat and help to tidy away the toys.

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

Children gain an excellent awareness of how to keep safe, both in the childminder's home and on outings. The childminder is vigilant about children's safety and she supervises them well at all times. She capably develops their understanding of how to keep themselves safe in a number of ways. For example, when use adult tools during activities, she gently reminds and guides them about following sensible rules to drill holes in conkers. During indoor play, children learn the importance of tidying away toys before getting others out to play with, as too many toys on the floor may be dangerous and cause them to fall. Children practise regular fire drills at the childminder's home to ensure they know what to do in an emergency. This is further reinforced by a visit from the fire officer, who explains and demonstrates the 'drop and roll' technique in the event that children's clothes catch fire. The children thoroughly enjoyed his visit and were eager to

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

tell their parents and demonstrate what they had learnt. During outings, the childminder discusses road safety and stranger danger supporting the children's understanding of safe places to cross and the hazards they need to be aware of, such as stranger danger. All required documentation to promote children's safety and well-being is in place and the childminder understands the need to complete this correctly.

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provision

The childminder is highly professional and organised. She has an excellent understanding of her responsibility to ensure that all of the safeguarding and welfare requirements are in place and extremely well met. Children are thoroughly safeguarded as the childminder is very knowledgeable regarding her role and responsibility to identify and report any child protection concerns. The childminder gives the utmost priority to keeping children very safe and secure through her comprehensive policies and procedures which are implemented to a very high standard. These are frequently reviewed by the childminder, which helps to ensure that robust practices are in place. Risk assessments are used very effectively to help minimise hazards, both within the setting and on the many outings, which the childminder provides for the children. Regular reviews of these ensure that any potential safety risks are swiftly identified and addressed. All of the required

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provision

documentation is in place and is methodically reviewed and maintained.

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provision

The childminder is highly motivated and dedicated to providing a high quality childminding provision for children and families. She has attained a higher level of qualification in childcare, which has enhanced her knowledge and skills and clearly demonstrates her commitment to providing high quality childcare. High standards are consistently maintained, through the childminder's comprehensive focus on self-evaluation and reflective practice. This fully involves parents, children and other professionals in the continual improvement of the provision. Her constant drive for excellence is motivated by her commitment to ensuring that children are happy, safe and achieve the best possible outcomes from their time in her care. The childminder has identified realistic targets for improvements, in both her provision and her professional development. Parent's feedback through questionnaires is highly valued, contributing to continual self-evaluation and

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provision

improvement plans. The childminder enhances her professional skills and development through the use of the internet where she carries out research and sources new and innovative ideas for activities, to share with the children and develop their learning.

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provision

Excellent partnerships are established between the childminder and parents. The information obtained from parents on their child's individual care and learning is excellent and communication between the childminder and parents is outstanding. Parents highly value the positive relationships they have with the childminder. They particularly enjoy the regular reviews of their children's development and the additional support and guidance she provides for them by request on issues, such as, speech and language support. Parental involvement is highly valued through the information they share when their child first starts in the setting, frequent sharing of development folders to review their children's progress and completing parent questionnaires. The childminder ensures that they are fully involved in all aspects of their children's care, learning and development. The childminder has a clear understanding and knowledge of the importance of working in

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provision

partnership with external agencies to ensure appropriate interventions for children who may need additional support. The childminder has been pro-active in improving the partnership working for children attending other settings. She shares information to ensure children's welfare and learning are fully complemented to support their future move to nursery and school. All of this, highlights the high level of importance the childminder places on working together to meet the changing needs of the children and continually support their exceptional progress.

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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 EY299336 Local authority Worcestershire Inspection number 873000 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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