Childminder in Worcestershire

Inspection date

Previous inspection date 11/11/2014 16/05/2014

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early years provision

This inspection: 2 Previous inspection: 4 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

 Children are happy, confident and enthusiastic. They actively enjoy their time with the childminder because she is welcoming, friendly and caring.  The childminder has a secure and up-to-date knowledge of relevant safeguarding policies and procedures. She also makes all attempts to minimise risks within her home. Therefore, children are protected from harm.  Children make good progress because the childminder skilfully supports their learning as she effectively plans and promotes an exciting range of educational programmes.  Partnerships with parents and other settings support children's continued learning because the childminder ensures all parties are fully involved in children's learning by sharing relevant information and activity ideas.

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It is not yet outstanding because

 Children whose home language is not English are not always fully supported by the childminder to maximise the use of their home language in play and learning.  The childminder has not yet organised all the resources available, so that they are fully accessible to children, in order to enable children to engage in a wider range of self- chosen activities.

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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 toured the premises and observed activities indoors.

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Inspection activities

 The inspector checked evidence of the suitability of the childminder and her husband.

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Inspection activities

 The inspector looked at and discussed with the childminder a range of policies, procedures and records, including the childminder's self-evaluation form.  The inspector took account of parents' views from their written comments.  The inspector took account of children's views through discussion.

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Information about the setting

The childminder was registered in 2007 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three children, in a residential area of Redditch. The ground floor of the childminder's house is used for childminding, along with an upstairs bedroom. There is an enclosed area for outside play. The family has a dog, a cat, three hamsters and outdoor fish. The childminder attends activities at the local toddler group. She visits the shops, library and park on a regular basis. The childminder takes children to, and collects them from the local schools and pre-schools. There are currently 10 children on roll; of whom, two are in the early years age range and they attend for a variety of sessions. The childminder supports children with special educational needs and/or disabilities and children who speak English as an additional language. The childminder operates five days a week, all year

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Information about the setting

round, from 8am to 6pm, except bank holidays and family holidays.

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

 promote further the opportunities for children whose home language is not English, to maximise the use of their home language in play and learning

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

 provide further opportunities for children to independently choose resources and engage in a wider range of activities, for example, by better organising the resources available to make them more easily accessible.

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who attend

The childminder has a very good understanding of how young children learn as she has proactively sought advice and support in this particular area. As a result, she is able to support children's learning well. She makes detailed, routine observations and assessments. She also uses this information effectively to inform the weekly planning for each individual child. The childminder provides a varied, fun and exciting range of activities and experiences for children across all areas of learning that promote their good progress. As a result, children are enthusiastic, confident and motivated to learn. The childminder supports their good communication, social and physical skills throughout and ensures they are developing the early literacy and numeracy skills they will need for future learning. Therefore, they are readily acquiring the skills, attitudes and dispositions they need to be ready for school. The childminder knows the children very well. Subsequently,

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who attend

she can accurately identify each individual child's current stages of development and next steps in their learning. The childminder regularly shares this information with parents using verbal discussions and by sharing children's learning journals and written assessment summaries. She welcomes their ideas and uses parents' knowledge to help inform activities. Consequently, this supports children's good progress between the setting and home.

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who attend

The quality of teaching is good because the childminder interacts with children to promote their learning and as a result, children are well supported to make good progress. The childminder lets children lead their play and complements their learning with her own activity ideas. For example, children benefit from an adult-led activity role-playing 'shops'. The childminder sets up the activity and supports children to use available resources to create props. She also takes the opportunity to build on children's prior learning and extend their skills. For example, children enjoy mark making, to extend their literacy, as they write out shopping lists. They also enjoy using and counting out money, to extend their mathematical skills, as they buy their food items. Equally, children initiate their own imaginative play and creative activities, such as role-playing 'babies' and 'painting'. The childminder offers support when needed and takes the opportunity to extend their

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who attend

imaginative and communication skills. Furthermore, the childminder guides children's learning by using such opportunities to enhance children's next steps in their learning. For example, as children play with baby dolls, she skilfully ceases the opportunity to support children's own understanding of self-care skills in toileting and dressing. As a result, children enjoy varied educational programmes with well thought out activities that promote all aspects of their development and prepare them well for the next stage of their learning.

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who attend

Support for children with special educational needs and/or disabilities and children with English as an additional language is good. The childminder uses her precise observations and assessments to identify any areas of delay. This includes using the written progress check for children between the ages of two and three years. She seeks support for any children that she identifies may need it, by sharing this information with their parents and referring them to professionals. She also actively initiates her own interventions from the outset. She uses her own knowledge and professional advice to work out how she can support particular needs within her home. She shares this with parents and suggests activity ideas. However, there is scope for the childminder to better support children whose home language is not English, to use their home language in play and learning. Nevertheless, children with identified needs make good progress in relation to their

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who attend

starting points, and gaps in their learning close quickly.

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

The environment is welcoming with an entrance hall that provides information for parents. It is also stimulating and engaging for children as the childminder has developed a dedicated playroom for their use, and displays their artwork. As a result, parents are kept well informed and children are developing self-esteem and a sense of belonging. The childminder has a variety of resources, which are well suited to the different ages of the children attending. She ensures they are also well used and carefully matched to promote their individual needs. Therefore, children's learning and self-motivation is encouraged. However, children do not yet engage in a wide range of self-chosen activities because the childminder has not yet organised all the resources available, so that they are fully accessible to children. Children's behaviour is consistently well managed because the childminder positively reinforces good behaviour during activities, using lots of

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

encouragement and praise. She encourages children to be kind and thoughtful towards her and each other. She puts in place age-appropriate strategies, discussed with parents, to manage children's behaviour. Consequently, children's understanding of her behaviour expectations is clear as they respond to her when asked to do something. Children are emotionally well prepared for the move into other settings and schools as they develop confidence and independence.

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

The childminder develops loving and friendly relationships with children and their parents because she is kind and caring. This actively benefits all parties and helps children to feel secure in her care. Parents' comments demonstrate that they feel she provides good care for their children because they report that they enjoy attending and are happy within her home. The childminder tailors the settling-in procedures according to children's individual needs. She ensures children can attend with their parents as many sessions as they need before being left alone in her care. She also takes the time to get to know the children and their families. She makes use of her All about me and registration documents to find out detailed relevant information about the children before they begin. This includes information about children's development to inform planning from the start and their care needs so she can ensure these are well met. The childminder fully understands the

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

importance of children feeling safe and secure within the environment, before they feel able to fully explore and therefore, begin to learn. This approach fully supports children's emotional well-being.

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

The childminder promotes good hygiene routines and teaches children to manage their own self-care needs. She makes use of visual aids and a hand-washing song to make these experiences enjoyable for younger children. The childminder promptly promotes these hygiene routines after toileting or messy activities and before eating. As a result, children express when they need to go to the toilet or wash their hands. The childminder makes use of the garden and wider environment in her daily routine. Children are able to use wheeled vehicles in the garden and larger climbing equipment at the local park. Therefore, children have access to plenty of fresh air and physical activities, which further supports their emerging physical skills in climbing, running and balancing. A wide variety of healthy food choices are offered to children during snack times. The childminder involves children in preparing snacks and uses the opportunity to discuss with the children

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

foods that are good for them. She encourages them to make their own healthy choices as they select the fruits they want to eat. Therefore, children's understanding of keeping themselves healthy is well promoted. The childminder holds an appropriate first-aid qualification. Therefore, any minor accidents or injuries are efficiently treated. There are clear procedures in place, discussed with parents, to meet children's medical and dietary requirements. These procedures and good practices help to ensure children's good health and well-being at all times. Children are frequently reminded about safety, in the home and when out and about on walks or trips. Children are well supported to take supervised risks in their play. For example, they carefully use larger play equipment at the local park and help participate fully in cooking activities and use scissors during their arts and crafts. Furthermore, the childminder teaches children to keep themselves safe. She helps them to

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

learn about road safety, 'stranger danger' and to have awareness to the potential dangers of unknown dogs. These activities teach children about keeping themselves safe.

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provision

Safeguarding arrangements are robust because the childminder has accessed recent and relevant safeguarding training. She has further plans in place to partake in a more detailed course because she places a good emphasis on ensuring children in her care are well protected from harm. She understands her role in protecting children and is fully aware of how to follow correct safeguarding procedures, should she have a concern about a child. She also knows what to do in the event of an allegation being made against herself. Risk assessments are thorough and are consistently implemented. These include her home, both indoors and outside, local outings and trips. She undertakes daily checks of the environment and ensures her written risk assessments are reviewed regularly. This helps to make sure that children are cared for in a safe environment. The childminder ensures policies and procedures are known to parents and are implemented effectively.

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provision

Consequently, children's well-being and safety are well promoted.

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provision

Overall, the childminder monitors the educational programmes well. She ensures all children are making progress by recording her observations and children's identified next steps in learning in a useful written format. She makes use of supporting documentation, which she highlights for each individual child, to enable her to clearly see if progress is being made and any areas where there might be delay. She has a relevant early years qualification at level 3 and makes good use of her updated knowledge to regularly review her educational programmes. She ensures that the activities she provides cover all seven areas of learning, meet children's learning needs and continually provide challenge. She also has plans in place to participate in further training in order to ensure her knowledge of the learning and development requirements remains up to date and secure. Therefore, the childminder fully understands her responsibility to meet the requirements of the Early

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provision

Years Foundation Stage. This proactive approach helps to make sure that children benefit from continually improving provision.

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provision

Partnerships with parents are positive and contribute to children's good progress. Feedback from parents is all positive as they comment that they feel their children really benefit from attending the setting. Partnerships with professionals, such as speech and language therapists, local childminders, nurseries, toddler groups and schools also actively help promote continuity in children's learning. The childminder uses effective methods of self-evaluation to strengthen her practice. She works in partnership with her local authority improvement advisor. Recent changes to her provision have ensured that the actions raised from the last inspection are now met. The childminder ensures that she takes account of the opinions of children and parents by using verbal feedback, written feedback in children's learning journals and by sending out surveys. The childminder identifies clear areas for improvement, which she prioritises and has plans in place to

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provision

address effectively. The childminder's drive for continued improvement is currently being embedded and ensures children benefit from greatly improved practice.

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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 EY364212 Local authority Worcestershire Inspection number 979461 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 12

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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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