Childminder in Telford and Wrekin

Inspection date

Previous inspection date 12/11/2014 31/08/2011

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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

 Teaching is good as the childminder has a secure understanding of the Early Years Foundation Stage. She plans purposeful play and a good balance of adult-led and child- initiated activities in order to advance children's learning.  Children feel safe and secure and enjoy their time in a friendly and stimulating environment. They are interested and keen learners who display the characteristics of effective learning.  Effective partnership with parents and local schools means that the childminder recognises and promotes the individuality of children to meet their needs effectively.  The childminder has a clear knowledge of child protection issues, taking her responsibilities seriously and being prepared to act in the best interests of children at all times. Therefore, children are protected from harm and are safeguarded.

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It is not yet outstanding because

 The opportunities for pretend play are slightly limited by the range of resources available for this activity.  The childminder does not always exploit opportunities for children to further develop their mathematical learning. For example, by supporting children to identify and recognise different shapes and sizes.

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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 interactions between the childminder and the children during their play, both inside and outside.

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Inspection activities

 The inspector had a tour of the setting and viewed the equipment and resources available to the children.

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Inspection activities

 The inspector discussed and viewed a sample of the children's development records including planning and assessments.

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Inspection activities

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

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Inspection activities

 The inspector sampled a range of the childminder's documentation including, Disclosure and Barring Services checks, qualifications, self-evaluation form, policies and procedures and risk assessments.

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Inspection activities

 The inspector took account of written views of parents from recent questionnaires and also from parents spoken to on the day of the inspection.

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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 lives with her husband and child in Telford, Shropshire. The family has a bearded dragon. The whole of the ground floor is used for childminding. The childminder visits other childminders and local parks on a regular basis. The childminder takes children to, and collects them from the local schools and other early years settings. There are currently 12 children on roll, four of whom are in the early years age range. Children attend for a variety of sessions. The childminding provision operates all year round, from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder is a member of the Telford and Wrekin Childminding Network.

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

 enrich opportunities for pretend play within the home corner by including natural and real-life objects, such as wooden spoons and pasta

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

 enhance support for children's mathematical learning even more, for example, by encouraging children to identify and recognise different shapes and sizes during activities.

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who attend

Teaching is good as the childminder understands the Early Years Foundation Stage, and therefore, considers each individual child's age and stage of development. Following the last inspection, the childminder has established a robust system for observing and assessing children's play in order to plan activities, which meet their identified next steps in learning. Children are provided with good play opportunities to help them make progress across all prime and specific areas of learning and development. This ensures that they are well prepared for their move to school when the time comes. Planning of activities considers children's individual interests, preferences and ages, so that children benefit from targeted support. Good organisation of available equipment and toys enables children to use their initiative and follow their natural curiosity as learners. The childminder demonstrates her understanding of the progress check for children aged

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who attend

between two and three years and shares the information with parents. The childminder has established a secure partnership with parents. She regularly shares children's learning and development with parents through learning files, daily diaries and verbal communication. She encourages parents to share what they know about their child from the outset and on a regular basis. This enables parents to become actively involved in their children's learning and play at home.

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who attend

The childminder interacts well with children during their play, offering them choices of activities and listening to their requests. To encourage the development of communication skills, the childminder asks questions that encourage children to think, talks with children continually and encourages them to repeat words. Children clearly enjoy choosing and singing their favourite songs and respond well with actions and vocalisation. Younger children successfully understand simple, two stage instructions. For example, the childminder says, 'It is tidy-up time. Can you help?' This promotes their understanding and communication skills effectively. Children use their imagination in during pretend play in the home corner as they go shopping and prepare food. However, there is still scope to extend the resources available by including natural and real-life objects, such as wooden spoons and food to enhance their pretend play. Younger children enjoy making marks in a

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who attend

variety of ways, using pencils and crayons. The childminder promotes early literacy skills as resources and toys are labelled appropriately with corresponding words. The childminder uses opportunities for spontaneous counting when picking up pencils as she puts them into a pot. To support children's skills, the childminder provides a range of sensory experiences, such as paint and porridge oats. Children are encouraged to use their senses as they investigate the different materials. Children display the characteristics of effective learning when they decide to paint pictures of trees. They are motivated and engaged in the activity and use their imaginations as they select different coloured paints. However, there is scope to develop and extend older children's learning even more by using appropriate mathematical vocabulary to describe different sizes and shapes more often during activities.

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who attend

Children show skills in independent learning and make choices within their play. They show they feel emotionally secure and enjoy the company of the childminder who supports play and learning well. Children also regularly visit other childminders where they can make friends and share activities within a different environment. This helps children to be prepared for their next stage of learning and readiness for school. There are opportunities for children to develop their physical skills every day as they have access to the childminder's garden or visit the local park.

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

The childminder effectively fosters children's personal, social and emotional well-being through interesting opportunities. Consequently, children are engaged, contented and settle easily in a relaxed and safe environment. They establish positive relationships with the childminder, showing their fondness for her by involving her in their imaginary play or chatting to her freely. They enjoy their time in a stimulating environment, as the childminder organises both space and resources very well, so that children can participate in activities independently. Furthermore, the childminder has pictures of all of the children along with members of their family to help them feel welcome and valued in the setting. Good settling-in procedures and successful partnerships with parents ensure that children feel safe and confident and that their individual needs are met effectively. The childminder provides good support in preparing children for moving into the care of other providers,

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

such as nursery or school. There are links established with local schools and other settings which promotes continuity of care for children when they move.

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

The childminder supports children well in developing an understanding of the importance of physical exercise and a healthy diet. A good range of resources in the garden helps children to develop their physical skills, such as climbing and balancing when using the slide and riding the bikes. Children also regularly play at their local park. All through the day, the childminder provides plenty of indoor opportunities for children to enhance their skills of coordination, control, manipulation and movement. Children develop self-care skills, for example, independently managing their own personal needs, including using the toilet and washing their hands independently. They discuss what they are eating at meal times and enjoy their food in a relaxed and social environment. Drinks are readily accessible for children to ensure they are hydrated appropriately.

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

The childminder values children's individuality and praises their good behaviour. Her approach to children is calm and affectionate. Consequently, they behave well and have good manners, demonstrating an understanding of the set boundaries and expectations within the home. Children respond to praise by smiling as the childminder regularly acknowledges children's efforts and achievements. This promotes children's confidence and self-esteem. Children learn to keep themselves safe through practical daily routines and the childminder's guidance. For example, they take part in regular fire drills and are reminded of other rules concerning safety during play, such as how to carry scissors.

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provision

The childminder has a clear understanding of her responsibility in relation to safeguarding issues. She demonstrates a good working knowledge of the possible signs of abuse and neglect and the need to report her concerns to the local authority. She shares relevant policies and procedures with all parents, so that they understand the duty of the childminder to protect children from harm or neglect. The environment is safe, and the childminder has implemented a risk assessment for all areas which children have access to and also for proposed outings. The childminder also promotes children's safety further as they wear high visibility jackets when on outings and regular headcounts are undertaken. The childminder maintains the security of the premises and monitors visitors to the setting during operational hours to further promote the safety of children.

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provision

Since the last inspection, the childminder has implemented many changes to promote children's welfare and learning, such as reviewing her risk assessment procedure. She has developed a robust system to observe and assess children in order that their progress can be tracked and monitored accurately. The childminder has also amended documentation for parents to sign and complete when their child first starts, so that emergency medical treatment can be sought if needed. The childminder has been proactive in addressing all of the actions and recommendations from the last inspection which have all been fully met. This means that all actions and recommendations from the last inspection have been fully met. The childminder continues to review and reflect upon her practice as she seeks feedback regularly from parents, children and other professionals. She has used a self- evaluation process to identify strengths as well as areas for improvement. This

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provision

demonstrates the childminder's commitment to improving her setting.

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provision

The childminder has a secure knowledge of the educational programme and ensures a broad range of experiences is provided to help children progress towards the early learning goals. She completes regular and precise assessments of children's progress and uses these effectively to plan age-appropriate and challenging activities. All required documentation is regularly updated and shared with parents to meet children's needs. To fully promote learning, the childminder actively encourages parents to share their children's achievements at home. Noticeboards, daily diaries, learning files and exchanging information on a regular basis all help ensure children's progress is shared with parents. Parents report that the childminder is 'fantastic' and children are offered a wide range of stimulating activities and opportunities. The childminder works well in partnership with other professionals. She is aware of the importance of meeting with staff from local

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provision

schools to discuss individual children, in order to promote continuity and progression in children's learning and development to the full.

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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 EY425415 Local authority Telford & Wrekin Inspection number 874477 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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