Kumar Tracey

Inspection date

Previous inspection date 06/11/2014 30/03/2012

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early years provision

This inspection: 3 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 3

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This provision requires improvement

 The childminder has a sound knowledge and understanding of how to effectively safeguard children in her care. She is aware of the action to take if an allegation is made against her, or a member of her family, or if she had a concern about a child's welfare.  Children are very happy and content and have formed close relationships with the childminder. She promotes their emotional well-being very well.  Children are provided with a stimulating environment and have access to a wide range of toys and equipment in the dedicated playroom.

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It is not yet good because

 The childminder is not confident in using her methods of observing and assessing children's progress. Some children's next steps in learning are not always clearly identified, which means activities are not always planned to reflect children's learning needs so that they make best progress.  Partnerships with other providers, such as local schools and nurseries, are not in place. This means that information is not shared to fully support children's learning.  Information is sought on entry about children from parents but mainly focuses on care routines. At the start, parents are not encouraged to share information about their children's learning, so that it can be used to establish children's initial starting points.

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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 children as they played indoors and during mealtimes. She engaged in the children's discussions and imaginative play.  The inspector discussed children's progress with the childminder.

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Inspection activities

 The inspector looked at a sample of children's assessment records and discussed these with the childminder.

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Inspection activities

 The inspector checked the evidence of the suitability and qualifications of the childminder and looked at her self-evaluation form and improvement plan.

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Inspection activities

 The inspector spoke to the childminder at appropriate times and looked at, and discussed, a range of policies and procedures.

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Inspection activities

 The inspector took account of the views of parents through written records and thank-you cards.

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Information about the setting

The childminder was registered in 2004 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and their three children in Oakengates, Telford. The whole of the ground floor is used for childminding. Children have access to an enclosed garden. The family has a pet dog. The childminder collects children from local schools. There are currently six children on roll, all of whom are in the early years age range. Children attend for a variety of sessions. The childminder supports children with special educational and/or disabilities. The childminding provision operates all year round, from 7.45am to 5.30pm, Monday to Friday, 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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must:

 establish good quality teaching by accurately assessing each child's level of development and use the information effectively to precisely inform the planning of children's next steps in learning and development, so that they are best supported to make at least good progress.

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must:

 establish partnerships with other providers so that children are provided with continuity of care in their learning, so that activities can be planned to complement their development.

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

 obtain sufficient information from parents at the start of care about children's learning, so that it can be used to contribute to the assessment of their initial starting points, to provide a secure basis for all ongoing assessment.

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who attend

The childminder has an appropriate knowledge and understanding of the Early Years Foundation Stage and understands how young children learn. The methods used to observe and assess children's development require improvement. This is because the childminder is not entirely confident in using them and they are not fully embedded. Planning is displayed for each week and focuses on one area of learning for all children. It does not consider individual children's next steps in learning or focus on purposeful experiences to extend children's learning. The childminder has not established links with other providers, so that children who attend other settings are fully supported in their learning. This means that teaching is not always focussed on individual children's learning needs because the childminder does not accurately identify children's next steps in learning to support their progress or effectively target gaps in their learning.

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who attend

Children who solely attend the childminder's provision have an individual folder containing a range of artwork, observations and assessments. Parents are encouraged to view this and comment on how their children are progressing. However, the childminder does not obtain sufficient information from parents about children's learning when they start to attend her provision. This means that children's starting points in their learning do not include information from parents. The childminder does not always identify children's starting points in a timely manner. For example, a baby that has been with her for three weeks has had no observations or assessment made of his learning and development. The childminder is aware of the need to carry out the progress check for children aged between two and three years. She inserts this into children's folders so parents are informed of this information.

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who attend

Children are beginning to acquire some of the relevant skills that are required as they move on to their future learning. For example, the childminder encourages them to dress and undress themselves to develop their self-care skills. The childminder understands how to seek additional support for children with special educational needs and/or disabilities. She works with other professionals to provide children with additional support in their learning and development. Consequently, children are adequately supported so that they make satisfactory progress.

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

Children are happy and content to be in the childminder's company. They are well behaved and polite to the childminder and visitors. The childminder reinforces how to use good manners and spontaneously does this when talking to babies. Children benefit from warm interactions with the childminder, who displays a caring nature towards them. For example, when children become unwell the childminder deals with the situation in a caring and sensitive manner. She talks calmly to the children and enquires how they are feeling. Children learn about good hygiene practices, as the childminder explains how bedding and clothing needs to be thoroughly cleaned if it is soiled. She talks to the children about washing their hands and why she has to wash her hands and use bacterial spray. Young children enjoy exploring different toys as they play on the floor with the childminder. They are very content, secure and emotionally settled in the childminder's home. Parents show

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

their appreciation of the childminder's caring nature and send her thank-you cards to reflect this. The childminder talks to children about their day at nursery and discusses what activities they have participated in. They talk about the children's friends and how they feel about nursery. As a result, children are becoming emotionally prepared for their future move in learning, such as nursery or school.

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

The childminder has a really good range of resources to provide children with lots of challenge and interest that is appropriate to their stage of development. For example, babies are provided with lots of musical instruments so they can explore how to make different sounds. Older children can develop their interest in crafts and are provided with an array of paints and crayons. The childminder has a dedicated playroom, which is filled with colourful posters and children's artwork. Resources are organised well and boxes of toys are clearly labelled so that children are encouraged to access them independently. Older children are aware of why it is important to keep the environment tidy and clutter free and are encouraged to tidy away toys so they do not pose a tripping hazard. The childminder talks to children about keeping themselves safe when travelling in cars and explains why it is important to wear seatbelts. Children listen to this and acknowledge

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

their understanding by telling the childminder how they wear their seatbelt. This means that children are learning about keeping themselves safe, both in the childminder's home and when travelling about in cars.

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

Children have access to fresh drinking water so that they can regulate their own thirst. Parents provide meals for babies, which the childminder heats up and serves to them. The childminder ensures that children have regular physical exercise. She walks the children to local schools and parks and encourages them to climb different apparatus or play ball games. Her garden contains a good range of resources and equipment for children to engage with, such as a playhouse and ride-on trikes. The childminder teaches children about adopting good hygiene practices so they begin to understand about healthy lifestyles.

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provision

The childminder has an appropriate knowledge and understanding of how to effectively safeguard children in her care. She is aware of the different types of abuse and knows what to do if she has a concern about a child's welfare. All adults in her household are vetted so that they are suitable to be around children. Visitor identification is obtained so that she has an accurate record of all adults visiting her home. The childminder carries out risk assessments to ensure that her home is safe and secure. She conducts regular fire drills, so that children become aware of the procedure to follow in an emergency. Accident and medication records are completed well and parents are informed of any incidents. Consequently, children's safety and well-being are suitably promoted.

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provision

Most of the previous recommendations have been successfully addressed. There are detailed risk assessments that now cover the outdoor trampoline and the childminder has improved the range of resources to reflect people with disabilities. She has improved her methods to observe and assess children's learning but is still not fully confident in using these to clearly identify children's next steps in learning. She has sound systems in place to evaluate her provision and has completed Ofsted's self-evaluation form. This has enabled her to identify her strengths and areas to develop. For example, she is preparing a section of the garden to develop into an allotment, where children can grow their own vegetables and learn about growing things. This shows that she is committed to improving her provision and that it is based around raising the quality of children's experiences and learning opportunities. However, the quality of teaching is currently variable, resulting in

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provision

some children making satisfactory, as opposed to good, progress.

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provision

Partnerships with parents and other providers are not well established. The childminder ensures that she communicates with parents on a daily basis to discuss details of their children's care. However, she does not obtain sufficient information from them on entry to help determine their children's starting points. Some children attend other settings, especially as they become ready to move on to their future learning. The childminder does not liaise with other providers to ensure that continuity of care is provided for children. She is unable to fully complement their learning as she is unaware of activities and children's identified next steps in learning. The childminder works with other professionals, such as orthopaedic specialists to support children with special educational needs and/or disabilities. This means that they are appropriately supported in their 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 EY293628 Local authority Telford & Wrekin Inspection number 861479 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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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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