Childminder in Staffordshire

Inspection date

Previous inspection date 19/11/2014 08/04/2010

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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 places a very strong focus on safeguarding children. She make sure children are kept safe and learning about how to keep themselves safe.  The childminder provides children with a stimulating environment that encourages children to play, explore and investigate and make good progress in their learning.  The childminder places a good emphasis on supporting children to manage their feelings and behaviour. As a result, children are learning to recognise and talk about and their feelings. They learn to cooperate and share with each other and listen and follow instructions well.  The childminder develops effective partnerships with schools that children attend. As a result, she is effective in supporting children's learning at school.

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It is not yet outstanding because

 The childminder does not fully engage parents to share what they know about their children's ongoing learning at home. This means assessment of children's achievements is not as comprehensive as it could be, to further support learning.

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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 childminder's lounge, kitchen and playroom. She accompanied the childminder and children on their journey from school.

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Inspection activities

 The inspector spoke with the childminder about the daily care routines, and children's individual learning  The inspector interacted with the children present.

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Inspection activities

 The inspector checked documentation and evidence of the suitability, qualifications and self-evaluation.

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Information about the setting

The childminder was registered in 2006 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her two children in a house in Staffordshire. The whole of the ground floor and the rear garden are used for childminding. The childminder collects children from the local schools and pre-schools. There are currently four children on roll, one of whom is in the early years age group and attend before and after school and some school holidays. She operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years.

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

 strengthen the assessment made of children's learning by improving the arrangements to seek and include information from parents about what they have observed their children learning at home.

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who attend

The childminder has a secure knowledge and understanding of the learning and development requirements of the Early Years Foundation Stage. She knows how to promote children's learning in the prime and specific areas of development and she knows how to observe and assess children's achievements. While she is not currently caring for younger children she knows how to complete the progress check for children aged between two and three years. She knows how to use the information gathered to plan for the next steps in their learning. The childminder uses daily opportunities to talk to parents about their children's learning in her setting. However, parents are not fully engaged to share what they know about their children's learning. Therefore, the assessment process is not as precise as it could be, in order to maximise children's learning.

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who attend

The childminder has a very secure understanding of how to support children when the majority of their learning takes place at other settings, such as school. She obtains precise information from school about children's next steps in learning, and plans activities to support these areas of learning. She creates a stimulating learning environment indoors and outdoors that successfully inspires children to continue to consolidate and extend their learning. When children arrive at her setting they immediately help themselves and begin to play with the wide range of good quality resources that help to support the skills they are currently developing. Children develop their mathematical skills as they chose to spend time using resources that require them to sort, match, count and identify numerals. They develop their understanding of simple technology and consolidate their understanding of how words can be segmented and blended together as they play with children's lap top

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who attend

computers. Children's interest and enjoyment of books is supported as they use non- fiction books to find out facts as part of a topic about autumn. Their understanding of growth, decay and changes over time is supported through growing things, such as daffodil bulbs. Children engage in imaginative play using a variety of small world resources that include dressing up clothes and a shop with a variety of pretend foods. They play with resources, such as sand and treasure boxes that contain items, such as magnets, metal items and lights, which stimulate children to explore and experiment.

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who attend

Children enjoy taking part in a variety of adult-led activities that are focused on supporting their particular interests and next steps in learning. For example, children take part in cutting and sticking activities and food tasting that help them to recognise number in the correct order and encourage them to record and express their likes and to describe what they are seeing, feeling and tasting. During all activities, the childminder is skilful in engaging children in conversation. She encourages children to think and talk about things together and to listen to each other. She encourages children to ask questions and introduces new vocabulary to them, which supports children's communication and language skills.

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

The childminder successfully supports children's emotional well-being. The organisation of the premises creates a message that everyone is welcome with displays of children's artwork to celebrate a variety of cultural festivals. This is helping children to value similarities and differences in themselves and others. Children enjoy positive interactions with the childminder and they demonstrate that they feel safe and at ease in her care. They are happy to see her and talk to her about their day when she collects them from other settings they attend, and they are happy to welcome and interact with visitors. They are fully familiar and eager to take an active role in routines, such as organising and putting away their personal belongings when they arrive back at the childminder's home. This helps children to develop their social skills and develop a sense of belonging and independence. Children are fully supported to take an active role in planning activities and

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

selecting resources to play with. The outdoor area has been designed so that all areas of learning are supported and children can use it in all weathers. As a result, children are interested and motivation and benefit from being active outdoors.

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

The childminder is effective in supporting children to manage their feelings and behaviour and as a result, their behaviour is good in her care. Children feel confident to talk with her about the consequences of their own and other children's behaviour. This helps them to understand how their own actions can affect others and how to seek support if needed. These discussions also support children to be aware of and understand the boundaries and behavioural expectations in the childminder's setting. As a result, children enjoy a harmonious environment where they play cooperatively and share resources. They listen to the childminder and follow any instructions she gives them, particularly during their journey back from school. This helps children to learn to manage risks successfully and keep themselves and others safe. Children take part in activities and discussions to develop their understanding of healthy

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

eating, and they eat healthy snacks including apples and bananas. The childminder works effectively in partnership with parents and undertakes her own research to support any specific dietary needs children may have. As a result, she is fully familiar and able to meet and talk to children about their individual needs, which helps to include children in managing their own health needs.

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provision

The childminder has a secure understanding of the requirements of the Early Years Foundation Stage. As a result, children's safety and welfare are effectively promoted and protected. The childminder is vigilant in identifying potential hazards and taking steps to minimise these, which ensures children are kept safe both on and off her premises. The childminder also places good emphasis on working in partnership with parents and including children in recognising potential hazards and the steps to take to stay safe. For example, the childminder displays books about children's safety in her reception area. This helps to support parents awareness of safety issues and the steps they can take to enhance their children's safety. The childminder has recently completed a safeguarding course to update her knowledge of child protection issues. As a result, she has reviewed and updated her policies and procedures and has a good understanding of child protection

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provision

issues. She recognises the potential signs of abuse and she is aware of whom to contact to ensure children are protected.

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provision

The childminder monitors her practice, children's progress and parent's views. She attends regular ongoing training events and implements any new or updated knowledge into her practice. Her first-aid certificate is kept up-to-date, which ensures first aid is administered appropriately and parents are informed of any accidents. This ensures children's health is effectively promoted. The childminder has also embedded self-reflection on an ongong basis in relation to the quality of children's learning and development. This is promoting well-focused continuous improvement plans that are supporting children's achievements such as, providing further support for children to manage their behaviour and safety, and providing resources to continue to support children's interest and learning. The childminder's focus on developing partnerships with the school that children attend has been effective in contributing to supporting children's learning at school.

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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 EY272531 Local authority Staffordshire Inspection number 872756 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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