Childminder in Shropshire

Inspection date

Previous inspection date 19/11/2014 07/01/2009

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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 has a good understanding of her role and responsibilities for protecting children. She regularly refreshes her knowledge through training, to fully help support and safeguard children.  Partnerships with parents and carers, schools, and other professional agencies are successful. As a result, continuity of care is provided.  The childminder has a detailed knowledge and understanding of the learning and development requirements. As a result, all children make good progress given their varying starting points.  The childminder provides a caring and loving environment to help children feel safe and comfortable. As a result, children build secure attachments with the childminder to develop their emotional well-being.

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It is not yet outstanding because

 There is room to improve how resources are organised in the garden to enhance children's independence skills further.  Children's awareness of diversity is not fully promoted so that they have a broad understanding of the wider world.

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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 play and learning activities taking place indoors.

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Inspection activities

 The inspector talked to the childminder and children at appropriate times during the inspection.

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Inspection activities

 The inspector looked at children's assessment records, evidence of the suitability of adults living and working on the premises, and a selection of policies and children's records.

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Inspection activities

 The inspector looked at and discussed the childminder's improvement plans, self- evaluation form and recent parent questionnaires.

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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 two children in a house in Shrewsbury. The whole of the ground floor and the rear garden are used for childminding. The family has three dogs, two cats, two rabbits and one hamster as pets. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently seven children on roll, four of whom are in the early years age group and attend for a variety of sessions. 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:

 enhance children's independence skills further, for example, by providing opportunities for them to make choices and help themselves to all resources in the garden

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

 build on existing resources to provide positive images of people, in particular those with disabilities, to help children understand about similarities and differences in others.

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who attend

The childminder effectively supports children's learning and development with a good balance of child-initiated and adult-led activities. As a result, children remain motivated and enthusiastic learners. Parents' contributions are highly valued and help gain a comprehensive picture of the child when they first start. This information helps support the childminder in completing a baseline assessment on the children when planning for their interests. The childminder is aware of conducting a progress check for children aged between two and three years to plan for their next steps in their learning. Parents receive a summative assessment of their child's progress after their initial six weeks. This focused approach ensures that the childminder is fully aware of the next steps in the children's learning. Parents are fully involved in their child's development, as they have opportunities to add their views and comments to this paperwork. Learning journals for the children are

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who attend

accurately completed and clearly demonstrate their progress in all seven areas of learning. The childminder also ensures that information about activities is shared with parents so that they can continue their children's learning when they are at home. As a result, all children make good progress in their learning in relation to their starting points.

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who attend

Children express themselves through a good range of art and craft activities, which are well organised. For example, they enjoy the dried pasta and rice play as they pour and fill the jugs, saucepans and spoons. This helps to support their mathematical understanding as the childminder introduces words, such as full and empty, to the children. The childminder sits on the floor with the children and joins in with their play, making learning fun and enjoyable. She skilfully asks them questions to promote their thinking and communication skills. For example, when playing with the toy dinosaurs they pretend to feed them leaves that they have picked up from their walks. Children later decide to go to the shops to get more food for the dinosaurs. The childminder asks questions, such as 'Where shall we go?' and 'What do you think they would like to eat?' This helps to develop children's imagination and curiosity. The childminder promotes children's communication

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who attend

and language skills effectively as she prepares them for the next stage in their learning, such as starting nursery. They read books together and younger children repeat the words of the animals, and identify the noise they make. The childminder celebrates different festivals with the children and they have access to some resources that reflect other cultures. However, there is room to improve children's opportunities to access resources that provide positive images of people with disabilities, to help them to learn about similarities and differences in people.

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who attend

The majority of resources indoors are well organised and stored at a low level, enabling children to choose independently. However, there is room to enhance how resources are organised in the garden to fully support children in their play and maximise their independence further.

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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 home. As a result, children are able to build secure attachments with the childminder, to develop their emotional well- being. The childminder works closely with parents to ensure a consistent approach towards children's routines. This helps them to address each child's individual needs. Children enjoy activities and resources that promote all areas of learning well. They are cared for in a bright and inviting learning environment and have easy access to the wide range of resources within the large playroom. Children's artwork is displayed around the room, which helps promote their confidence and self-esteem.

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

Children behave well as the childminder is clear and consistent about the strategies used to manage children's behaviour. The childminder acts as a positive role model to encourage good behaviour and use of manners. For example, she gives praise for all their achievements and encourages 'please' and 'thank you' throughout the day. As a result, children are learning to respect each other as they willingly take turns to share equipment and toys. Children learn to understand about their own safety. For example, they know and understand the procedure in the event of a fire as they regularly practise fire evacuation drills. The childminder teaches children about road safety as they know and understand to use appropriate places to cross the road on the way to and from school. Children's independence is well supported as they wash their hands after messy play and before snacks and meals. In addition, the childminder effectively supports children to

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

develop their self-care skills. For example, children learn how to zip up their outdoor coats to get ready before going outside. This helps children to gain the skills needed to be ready and prepared for the move to school. Children fully understand about the benefits of a healthy lifestyle. For example, they are able to choose from a wide selection of fresh fruit and vegetables for their snack. The childminder effectively supports younger children to develop their self-care skills as they are encouraged to feed themselves. Older children are offered an open cup as they move on from a bottle. Clear procedures are in place through initial discussions with parents, in relation to children with particular dietary requirements. These are stringently followed by the childminder to ensure children's good health and well-being at all times. Children also develop their understanding of adopting a healthy lifestyle as they have daily opportunities to be outside for fresh air and exercise.

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provision

The childminder has a clear understanding of safeguarding and welfare requirements, and is aware of how to report any concerns. This ensures that children are effectively safeguarded. Parents are fully aware of all the childminder's written policies, including the safeguarding policy. The childminder has a good understanding of her roles and responsibilities in meeting the requirements of the Early Years Foundation Stage. All required documentation is in place and maintained well. Ongoing comprehensive risk assessments and daily visual checks ensure that any hazards are identified and minimised. All adults living at the childminder's home have undergone the necessary checks to make sure that they are suitable to have contact with children. This helps to ensure children's safety.

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provision

The childminder understands her responsibility to meet the learning and development requirements. The educational programmes and children's progress are monitored effectively so that gaps in their learning close. The childminder has addressed the recommendation and action set at the last inspection. As a result, she has increased her knowledge and understanding of the Early Years Foundation Stage and implemented this into her practice. Risk assessments are accurate and have resulted in improving the safety of the children. Regular training and being part of local networks ensures that the childminder keeps up to date with any changes. As a result, the childminder has clear ideas about how to improve her practice and achieve this. Questionnaires and verbal feedback from parents' help to develop the childminder's provision to further support long- term achievements and good outcomes for children.

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provision

The childminder recognises the importance of partnership working, which contributes significantly to the good progress that the children make. She is fully aware of the need to work in partnership with parents and other professionals to ensure that any specific need is promptly identified and addressed. This helps to support all children to reach their full potential. A high priority is given to partnerships with parents and other settings. Good links are established with the local school and nursery to ensure that information about children's learning and development is shared. This helps with children's next steps, such as starting school, and ensures a consistent approach is in place to promote their all-round development.

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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 EY364285 Local authority Shropshire Inspection number 873648 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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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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