Childminder in Dudley

Inspection date

Previous inspection date 20/11/2014 06/05/2009

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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 quality of teaching is good because the childminder provides a range of interesting experiences that engage and motivate the children. Consequently, all children are making good progress in their learning and development.  The childminder pays good attention to safeguarding children. This is because she has a good knowledge of her role and responsibility in this area, which means she can respond promptly to any concerns and keep children safe.  Children are settled and content with the childminder because she provides a caring and nurturing environment that promotes their emotional well-being effectively.  Partnerships with parents are good. The childminder works closely with parents to ensure that relevant information is shared and that the individual needs of children are met well.

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It is not yet outstanding because

 The childminder does not always exploit all opportunities to encourage children to develop their independence, such as serving their own food and drinks.

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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 viewed all areas accessed by children spoke with the childminder and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector observed teaching and learning activities in the childminder's lounge and in the garden.  The inspector took account of the views of parents, provided in written form.

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Inspection activities

 The inspector checked evidence of suitability of all household members. She looked at children's development records and a range of other policies and procedures.

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Information about the setting

The childminder was registered in 2005 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder lives with her husband and two children. The whole of the ground floor and one bedroom and bathroom on the first floor is used for childminding. There is an enclosed garden available for outside play. The childminder operates all year round, from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. There are seven children on roll, of whom five are in the early years age range. The childminder receives funding for the provision of free early education for two-, three- and four-year-olds. The childminder has a BA (Honours) in Early Years. She is a member of the local network for childminders and 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:

 maximise all opportunities to enhance children's independence skills even further, for example, by encouraging them to serve their own food and pour their own drinks.

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who attend

The childminder has a good understanding of the learning and development requirements of the Early Years Foundation Stage. She works closely with parents to obtain information about children's individual needs and interests when they first start attending. The childminder uses this information to plan activities and resources to aid their settling-in process and support their early progress in learning. She completes observations and regular assessments of children's achievements, which are precise, relevant and clearly help with identifying children's next steps in learning. This, combined with an effective system to consistently track children's progress enables the childminder to promptly identify any potential gaps in their learning and monitor their progress. As a result, she is able to plan specific activities that focus on closing any identified gaps in learning. In addition, the childminder regularly provides all parents with a short written review of their

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who attend

children's progress. She also completes the progress check for children aged between the ages of two and three years. The childminder engages in daily discussion with parents about their children's development and shares their learning journals with them. In addition, she provides ideas to extend children's learning at home. As a result, children benefit from a consistent approach to their learning and development.

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who attend

Teaching is consistently good. This is because the childminder knows the individual learning needs of children that she cares for. She plans a good range of adult-led and child-initiated activities to support children's play. This ensures that children can benefit from making independent choices and develop their concentration during more focused play. In the indoor environment, children are absorbed and engaged in one-to-one play opportunities with the childminder there to actively support them. For example, during snack the childminder sits with children and engages them in discussions about what they are eating. They name the fruits, count the fruit as they share it with each other and talk about where fruit comes from. As a result, children are absorbed in their learning and concentrate for a good amount of time. Children's confidence, language and communication skills are promoted very well and this development underpins their future

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who attend

learning. The childminder extends their thinking and vocabulary through her interaction and questioning about what they are doing. For example, she says, 'what card shall we chose, is it this this one or that one?' as they sit together during a threading activity. The childminder uses simple words, such as, 'in and out' and 'round and round' and repeats these words slowly to support children who are developing their speech and language. Furthermore, she links words to objects and uses descriptive language, such as, 'crunchy apple,' as they sit together at snack time. Consequently, children are hearing words and linking these to actions supporting them well to develop their speech and become confident communicators. Children show a growing interest in books and enjoy sharing the experience as they sit close to the childminder to listen to their favourite stories. The childminder introduces unfamiliar words in a narrative context and uses different voices

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who attend

and intonation to encourage children to join in. She extends children's learning further by encouraging them to repeat words and look at the pictures. This helps children to listen with increasing attention and to develop their vocabulary.

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who attend

The childminder provides consistent praise for children's efforts and achievements, no matter how small. This helps children to feel special and valued and promotes their personal, social and emotional development. Children have good opportunities to use their imagination as they play with musical instruments. They show an interest in the way musical instruments sound as they bang, tap and shake them to the rhythms of nursery rhymes. They explore and experiment with a variety of sounds as they bang them more loudly and quietly. Children show a great sense of achievement as they learn to follow instructions in their everyday play, supporting them well in the next stage of their learning. Children's regularly explore the local environment. For example, they visit the park and toddler groups, which enhances children's social skills and broadens their range of experiences. Consequently, children gain valuable experiences for their future learning

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who attend

outside of the home and this aids their move to nursery or school.

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

Children are happy, settled and form strong bonds and warm relationships with the childminder. She clearly understands the way that change can affect children and offers gradual settling-in sessions for those new to her setting. This helps children adjust at a pace suited to their individual needs and parental requirements. They show through their play and interactions with the childminder that they feel secure. For example, children look to the childminder for reassurance when feeling tired and react positively to the warm affection and individual attention they receive. Regular communication between the childminder and parents means that important information is shared quickly and effectively. The childminder provides children with a very homely environment. She makes the most of the space she has and ensures that they can easily access available resources.

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

The childminder provides children with a positive role model to follow. She is calm, kind and caring. The childminder sets children clear behaviour boundaries and is firm, but fair, in her approach to behaviour management. Methods used for managing children's behaviour are shared with parents to ensure consistency of care. Children receive praise and encouragement for their good behaviour, effort and achievement; this builds their confidence and self-esteem.

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

The childminder works closely with parents to support children's emotional well-being, health and physical development. She has regular conversations with parents about healthy diet and care routines at home. She also shares information with parents daily about what children eat and do in her care. Consequently, parental wishes are known and continuity of care assured. The childminder is effective in supporting children to develop their independence. She encourages children to put on their own coats and shoes, and make choices in their play. However, the childminder does not always exploit all opportunities to build on this, for example, by encouraging children to develop their independence skills even further by helping themselves to drinks and to feed themselves. These skills contribute to children's readiness for the next stage in their learning such as starting school or nursery. The childminder provides children with daily opportunities for

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

fresh air and exercise. Effective hygiene routines are modelled by the childminder and this helps children to develop personal care skills that are appropriate for their age and stage of development. The childminder teaches children to keep themselves and others safe. She regularly practises emergency evacuation procedures with children to ensure that they can act swiftly and safely in the event of a fire. In addition, children are also reminded to be careful during play and learn about road safety on outings. Therefore, children learn to understand danger and know how to assess and manage risks safely.

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provision

Children are safeguarded effectively. This is because the childminder has a good understanding of the requirements of the Early Years Foundation Stage and her role and responsibility to protect children in her care. She is fully aware of the different signs and symptoms of abuse and is clear about the procedures to follow in the event of a concern. Additionally, a comprehensive range of written policies and procedures are in place to support her practice. She shares these with parents, which means that they are well informed about the childminder's role and responsibilities. All adults living in the childminder's home have been appropriately vetted. This further safeguards children in her care. Risk assessments are thorough and are fully implemented by the childminder. She also undertakes daily visual safety checks of her home and has a range of safety precautions in place. For example, all external doors are locked to prevent unauthorised

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provision

access into the setting. This enables children to play in a safe and secure environment. All visitors' identities are checked and children are not left unsupervised with visitors. The childminder has a very good understanding of the learning and development requirements. Planning is flexible and takes account of children's interests, next steps in learning and preferences for learning. This ensures that all children make good progress towards the early learning goals. The childminder works with parents to provide effective care and support for their children. Regular two-way communication takes place between parents and the childminder and all required information is obtained and shared. The childminder provides a flexible service and works hard to make parents and their children feel welcome and valued. Written feedback from parents demonstrates satisfaction with the level of care that the childminder provides. The childminder is well aware of the value

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provision

of partnership working with other provisions where children attend and describes clear strategies to support all children's learning and welfare, for example, she regularly shares information about children's progress with other provisions where children attend.

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provision

The childminder is enthusiastic about what she does and demonstrates a good capacity for improvement towards excellence. For example, she has completed her BA (Honours) in Early Years. As a result, she has developed confidence in her ability even further and understands the value of play. She regularly exchanges examples of good practice with other childminder's and is constantly reviewing her service. She keeps up to date with early years issues through her attendance on training courses and by looking at and discussing practice with other childminders. As part of the childminder's self-evaluation process, she encourages both parents and children to share their views, which she values and respects. This helps her to establish what she is doing well and where improvements may be needed.

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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 EY318119 Local authority Dudley Inspection number 862284 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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