Childminder in Sandwell

Inspection date

Previous inspection date 24/11/2014 10/12/2009

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 Teaching is good as the childminder effectively promotes children's communication skills. As a result, children are making good progress in their learning.  The childminder demonstrates availability, sensitivity and warmth towards children, this promotes a sense of security and belonging.  The childminder is aware of the procedures she must follow if there are concerns about a child's welfare.  The childminder builds positive relationships with each parent so that they work cooperatively together to support children's learning.

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It is not yet good because

 The childminder has failed to notify Ofsted of a change in the address of the premises in a timely manner and this is a breach of safeguarding and welfare requirements.  Assessment of the risks in the childminder's house is not rigorous enough. However, the impact on children is low, because they are constantly supervised.  Children's listening and understanding skills are sometimes inhibited because of the background noise of the television.  The childminder does not maximise opportunities for children to further engage in making marks, by ensuring resources are easily accessible.

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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 home and viewed the garden.

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Inspection activities

 The inspector held discussions with the childminder and conducted a joint review of an activity with her.

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Inspection activities

 The inspector looked at children's observation and assessment records and planning documentation.

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Inspection activities

 The inspector checked evidence of the childminder's suitability, training and qualifications and the childminder's self-evaluation and improvement plan.

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Inspection activities

 The inspector took account of the views of children spoken to on the day and acknowledged a range of parent's recorded statements.

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Information about the setting

The childminder was registered in 2002 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and young adult daughter in the Cradley Heath area of the West Midlands. The whole of the ground floor is used for childminding and there is an enclosed garden available for outdoor play. The family has three pet rabbits. The childminder attends toddler groups and activities at the local library. She visits the local shops and parks on a regular basis. The childminder takes children to and collects children from the local schools and pre-schools. There are currently 10 children on roll, seven of whom are in the early years age range and they attend for a variety of sessions. The childminding provision operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and for family holidays. The childminder is a member of the Professional Association for Childcare and

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must:

 ensure that risk assessments are thoroughly conducted, identify aspects of the environment which pose a risk to children and how the risk will be removed or minimised to safeguard children.

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

 build on children's ability to listen and understand language, for example, by reducing background noise so that there is less distraction around them as they engage in other activities

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

 arouse children's curiosity in making marks indoors to further develop early writing skills, by ensuring a suitable range of making mark resources are consistently accessible and attractively presented.

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who attend

Teaching is good because the childminder observes children as they interact in their play. She actively seeks information from parents about their child's interests at home. Additionally, parents are provided with a comprehensive progress check for children between the ages of two and three years. This enables earlier identification of children's developmental needs so that additional support can be put in place if necessary. All of this helps to inform and support the childminder's discussions with parents about their child's learning and how they can support their child's learning at home.

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who attend

The childminder provides an enabling environment that offers stimulating resources that are relevant to children's interests and closely matches their needs. However, although there is a good range of making mark resources in the indoor environment, they do not invite children's curiosity. This is because they are not easily accessible and attractively displayed. The childminder provides a good balance of adult-led and child-initiated experiences to support and extend children's learning through play. She understands how children learn and develop and teaches children by offering challenging and playful opportunities across the seven areas of learning. Teaching is good because the childminder uses a range of developmentally appropriate teaching strategies to encourage communication development. For example, the children choose to do a jigsaw puzzle and the childminder uses commentary to describe what is happening and introduces new

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who attend

vocabulary developing their communication skills. Additionally, she ask questions to extend children's thinking and encourages them to recall key events. Children are praised for their attempts, thereby developing their self-confidence. However, children's listening skills are not fully maximised. They are sometimes distracted because the childminder has the television on during adult-guided activities. The childminder weaves in mathematics as she models counting and positional language, such as top, bottom and middle. Children are encouraged to match the number of jigsaw puzzle pieces counted, to the numerals displayed on the wall. Consequently, children are supported effectively to make good progress in their learning and development, which effectively promotes their school readiness.

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who attend

The childminder joins in with the children as they sing a song about the alphabet. The children focus on a sequence of sounds and keep to a tune, developing their skills in expressive art and design. Children enjoy imaginative play with the small world house, which helps them express their interests, fascinations and thoughts. The childminder takes children on regular outings to the local country park. Here, they explore the natural world and learn through all their senses. Additionally, this gives the children good opportunities to be physically active. The childminder takes the children to the weekly toddler groups where children learn to socialise, share and take turns and develop friendships. This supports children's personal social and emotional development. Consequently, children engage in characteristics of effective learning throughout the day.

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

The childminder uses the whole of the ground floor for childminding. The children access a suitable range of toys and resources to meet their needs. Children learn about keeping themselves safe as they regularly practise the fire drill. However, the childminder has not risk assessed the home environment effectively. This is because she has not checked the low-level glass in the display cabinet in the lounge to ensure it is safe. Additionally, she has not considered the risks that the tumble dryer in the kitchen may pose to children or addressed how to minimise these risks. However, the risk to children is minimal because children are constantly and responsibly supervised. Nevertheless, children's safety cannot be fully guaranteed.

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

Before a child is due to start at the setting, the childminder meets with the child and their parent, to plan a suitable settling in programme. The childminder learns about the child's routine and what they like to do. This enables her to quickly meet children's individual needs and ensure children settle into the setting as smoothly as possible. The childminder collects children from school every day, which enables children to become familiar with the new school environment. As a result, children are suitably emotionally prepared for their move into school. The childminder develops positive relationships with the children. Parent's recorded statements reinforce this, as they say, the childminder is kind, gentle and warm. Consequently, children develop confidence and enjoy their time in her care. The childminder acts as a positive role model, with regard to manners, when speaking to children. Strategies for managing children's behaviour include positive reinforcement, in

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

The childminder uses commentary as she describes the process as children wash and dry their hands. Snacks and meals provided for the children are nutritious and balanced. The childminder reinforces a healthy eating message by referring to the vegetables on the colourful poster displayed on the wall. The childminder takes the children on regular outings, such as to the local playground and local parklands. This provides opportunities for children to challenge themselves and take appropriate risks on bigger equipment. All this promotes children's health and well-being.

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provision

The childminder has a generally satisfactory understanding of her responsibilities in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. However, she is not fully meeting one of these requirements. This is because the childminder has not effectively risk assessed the home environment, which is also a breach of the requirements of the Childcare Register. Furthermore, the childminder has failed to notify Ofsted of a change in the address of the premises, as required by the Statutory framework for the Early Years Foundation Stage. This is also a breach of the Childcare Register requirements. Ofsted are not taking any further action regarding this, as they are satisfied that the provider now understands the importance of notifying Ofsted of changes in a timely manner. There is an up-to-date child protection policy and the childminder is aware of the procedure she must follow if there are any concerns that a

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provision

child is suffering from abuse or neglect. The childminder has attended paediatric first-aid training, which provides her with the knowledge and skills required to effectively administer first aid as well as meet the requirements of registration.

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provision

The childminder's has a good understanding of her responsibilities in meeting the learning and development requirements of the Early Years Foundation Stage. As a result, children make good progress in their learning. The childminder monitors the educational programme as she uses suitable government guidance to benchmark children's achievements. Any areas of learning which children fall behind with, are quickly identified and set as a focus. The childminder has begun to identify strengths and some weaknesses in the setting and has some improvements planned to support children's progress over time.

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provision

The childminder develops positive partnerships with parents from the outset. Parents receive information about their child's progress. Daily discussions and sharing of children's assessment folders ensures information is regularly shared with parents. Parents are informed about how the setting operates, as the childminder's policies are available for parents to view. As a result, children and families' needs are identified and met.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 take all necessary measures to minimise any risks to the health or safety of the children (compulsory part of the Childcare Register)  inform Ofsted of any change to the address of the premises where they are providing childcare (compulsory part of the Childcare Register)  take all necessary measures to minimise any risks to the health or safety of the children (voluntary part of the Childcare Register)  inform Ofsted of any change to the address of the premises where they are providing childcare (voluntary part of the Childcare Register).

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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 EY232267 Local authority Sandwell Inspection number 872527 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 10

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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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