Childminder in Staffordshire

Inspection date

Previous inspection date 10/11/2014 29/05/2012

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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

 The childminder's teaching is good. She uses her knowledge of what the children can do to plan a wide range of learning activities. As a result, children are making good progress, particularly in their mathematical and communication skills.  Children are happy, settled and enjoy the homely environment. Clear routines ensure their needs are met promptly, they understand what is happening next and are ready to make the most of learning opportunities.  A professional attitude to the childminding provision means that there is a constant drive to improve. The childminder is very well organised and exceeds the requirements for paperwork; this supports her in providing a high quality service. She has undertaken additional qualifications, ensuring a good understanding of safeguarding issues.  Partnerships with parents are strong. They are delighted with her care of their children and the progress they are making in their development. Clear communication provides

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This provision is good

parents with details of children's next steps in learning and how to support them.

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It is not yet outstanding because

 The childminder is less confident in her knowledge of phonics; this reduces her ability to fully extend more able children's literacy skills.  The childminder has not fully exploited the sharing of information with other providers in order to maximise her understanding of children's abilities in all environments.

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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 main downstairs rooms and garden.

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Inspection activities

 The inspector spoke with the childminder, her co-childminder and children at appropriate times throughout the inspection.  The inspector undertook a joint observation with the childminder.

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Inspection activities

 The inspector looked at children's assessment records and planning documentation, and a selection of policies and children's records.

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Inspection activities

 The inspector took account of the views of parents from information included in the childminder's own parent survey and individual testimonials.

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Inspection activities

 The inspector took account of the childminder's self-evaluation and improvement plan.

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Information about the setting

The childminder was registered in 2011 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She works with her mother who is also a registered childminder at her mother's address in the Porthill area of Newcastle- under-Lyme, Staffordshire. Her mother lives with her father. The whole of the ground floor and the rear garden is used for childminding. The childminder visits the shops and parks on a regular basis. She collects children from the local pre-schools. There are currently two children on roll; both of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round, from 7am to 5.30pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years. The childminder holds an appropriate early years qualification at level 3 and provides funded early education for two-, three- and

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

 strengthen understanding of phonic sounds and how these can be introduced to young children to support their early literacy skills

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

 enhance partnership working to develop an even better understanding of children's progress in other settings they attend, so that children fully benefit from a shared understanding and common approach in supporting their progress.

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who attend

The childminder has a good knowledge of the learning and development requirements of the Early Years Foundation Stage and this underpins her good teaching. It also supports her ability to provide a wide range of interesting activities that help to develop children's abilities and skills in readiness for the next stage in their learning, such as school. She carefully plans the transition from home, to the childminding setting, through introductory visits where both children and parents become comfortable and confident in her abilities. She gathers information about the children's care routines and abilities from parents during these sessions in an All about me questionnaire. This means that she can meet children's physical and learning needs right from the start of the placement. She confidently observes children's development and links it to development charts. This allows her to monitor their progress and identify useful next steps in their learning, which

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who attend

guides the activities she provides. The childminder organises activities each week to link in with children's next steps in learning, but also to expand their horizons. For example, a recent theme has been the festivals of light which are celebrated by a range of religions, and national events, such as Halloween. The childminder organises her activities in conjunction with her co-childminder. Evaluation of activities allows them to review the success of the activity and plan improvements. The childminder undertakes observations of each child and uses these to plan next steps in children's learning. Parents are encouraged to provide their own observations and comments about their child's abilities. They are also shown their child's development records and the planning for activities. In this way the childminder and parents develop a shared understanding of what the child needs to progress with next.

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who attend

The childminder carefully completes a comprehensive summary of children's development for the progress check completed between the ages of two and three years. This provides precise information, which supports other professionals' assessments of children's progress.

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who attend

Children are growing in confidence and competence in their mathematical learning. Their understanding of number, colour and shape are reinforced through frequent discussions and displays which incorporate children's craft work. All children are encouraged to enjoy books and stories. They handle books with confidence and concentrate for some time during discussions which use books to support the conversation. This supports their preparation for their next stage in learning and the move to school, when the time comes. Children enjoy singing and have very good communication skills. The childminder is less confident in her use of phonic sounds to support more able children's literacy skills. However, all children have access to a wide range of ways to start to make marks as they develop their early writing skills. Children use their imaginations to recreate everyday situations and start to explore the lives of others using a wide range of role-play

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who attend

equipment, both inside and outside. Children develop their understanding of nature and the passing of time through growing plants and watching wildlife, such as ducks and squirrels during walks in local wildlife areas.

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

The childminder and her co-childminder build strong relationships with all the children and get to know them very well. The children are allocated to one childminder who acts as their key person and undertakes the assessments for that child. The childminder responds quickly to the children's emotional and physical needs and this produces a strong bond, which allows children to settle, try new experiences and develop their abilities. The childminder introduces clear routines, which means even very young children understand about meal times and rest times. Consequently, children's physical requirements for food and rest are addressed and this allows them to be ready for active play and learning. The meals are provided in conjunction with parents who are given advice on healthy lunchboxes. In this way, the childminder encourages children to develop healthy eating habits. Children are encouraged to be active; inside they blow bubbles and chase or jump

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

on them. They have extensive access to the large garden and local parks and enjoy running, climbing and playing with fallen leaves. They are, therefore, well supported to develop an understanding of the importance of a balanced diet and exercise in the fresh air. The play space inside the home promotes children's independence well. They benefit from practising their self-care skills, as they have easy access to toilet and hand-washing facilities, which open off the hallway. They are supported to learn how to brush their teeth to develop good oral hygiene.

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

The childminder manages the children's behaviour in a very positive way, praising the children, using distraction and helping them learn to negotiate with one another. The childminder encourages children to express their feelings and to say when they are happy, sad or worried. She uses books to support discussions about feelings. This encourages young children to develop an understanding of other people's feelings and what is acceptable behaviour. Children start to understand about safety issues as they negotiate the different levels in the garden, while still under the childminder's careful supervision. Children are often included on pre-school collection runs, which allow them to get to know the pre-school staff and the atmosphere of larger buildings. This ensures children of all ages make good progress in developing skills for the future and are emotionally prepared for the move on to school, when the time comes.

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provision

Children are safeguarded well because the childminder has a sound understanding of the signs that may cause concern. She fully understands the importance of her role in protecting children. She understands the importance of keeping clear records of any concerns she may have and quickly accessing help and advice should that become necessary. Risk assessments for the home and outings are clear. The building and garden are safe and secure. The childminder is very aware of the differing levels in the garden and the need for correct levels of supervision outside. This is easily maintained because of the number of adults present. This means that children can play inside and outside safely, with good levels of adult support, which protects them from harm.

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provision

The childminder has fully addressed the areas requiring improvement identified at the last inspection. She is well organised and has ensured she complies with all aspects of the safeguarding and welfare requirements of the Early Years Foundation Stage. The childminder evaluates her day-to-day practice, building on her strengths and minimising any weaknesses. In this way, the children's welfare and development are consistently prioritised. The childminder regularly observes children's abilities and uses these to inform her teaching and planning the next steps in children's learning. As a result, they are making good progress and are inquisitive, active learners. The childminder reviews her assessments to monitor children's progress and to identify any gaps in learning. The childminder is continually reflecting on her provision to see how she can make activities and the general organisation better for the children she cares for. She has involved

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provision

parents in the review process to ensure their ideas are also incorporated. The childminder is committed to developing her own skills and holds regular meetings with her co- childminder to exchange best practice. This has a positive effect on the childminder's knowledge and the services she provides for families.

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provision

The childminder is proactive in building good partnerships with parents. Good communication is developed through providing information to parents, such as the childminder's policies and information on managing health issues, such as chicken pox. She talks with parents each day and they are encouraged to provide information about their child which helps the childminder ensure continuity in the children's care between the home and the setting. Parents praise the help the childminder provides with care issues, such as helping them teach their child to settle to sleep or clean their teeth. The childminder strives to develop links with other providers of the Early Years Foundation Stage who also care for the children. However, she has not explored all ways of gathering detailed information about the children's attainment in other settings to enable her to support their learning even further. She understands the importance of forming links with

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provision

other provisions and professionals to ensure a coordinated service for any children she cares for with special educational needs and/or disabilities when the need arises.

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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 EY437012 Local authority Staffordshire Inspection number 853810 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 2

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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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