Childminder in Dudley

Inspection date

Previous inspection date 01/12/2014 22/10/2008

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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's strong emphasis on forming secure relationships with children helps them to feel safe and secure. This reinforces their self-confidence and emotional well- being and prepares them well for the next stage in their learning.  The childminder creates a welcoming environment where children are able to make independent choices from the broad range of toys and resources. They actively explore, developing their skills in purposeful and developmentally appropriate play.  The childminder uses her secure knowledge and understanding of how children learn to plan a wide range of activities and experiences. This results in children being well supported to make good progress, in relation to their starting points and capabilities.  The childminder successfully engages parents in sharing important information about their children. This ensures continuity for children's care, learning and development.

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This provision is good

 The childminder is well organised and fully committed to supporting children's welfare and development, she is confident in her responsibilities with regard to child protection. Therefore children are safeguarded and their welfare is effectively protected.

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It is not yet outstanding because

 Children are not always inspired to join in with adult-led activities, as the childminder has not yet fully considered how she can introduce activities in a more imaginative and creative way.

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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 and spoke to children at appropriate times while they played.

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Inspection activities

 The inspector spoke to the childminder about the daily routines, children's individual learning and conducted a joint observation.  The inspector checked evidence of suitability of the childminder.

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Inspection activities

 The inspector looked at policies, children's assessment records and a range of other documentation.

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Inspection activities

 The inspector looked at evidence of self-evaluation including the written views of parents.

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Information about the setting

The childminder was registered in 2008 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives in a house in Halesowen, West Midlands. The whole of the childminder's house and an enclosed garden are used for childminding. The childminder has a pet dog. She takes children to and collects them from local schools. The childminder visits the library, toddler groups, local parks and shops on a regular basis. There are currently four children on roll, all of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7.30am until 6.30pm, Monday to Friday, except bank holidays and family holidays. She is also registered to provide overnight care. The childminder holds an appropriate early years qualification at level 3.

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

 enhance practice so that children are curious and want to participate fully with adult-led activities, for example through using varied and different approaches when introducing activities to children.

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who attend

The childminder's teaching skills are rooted in secure knowledge of the learning and development requirements. As a result, children are well supported to make good progress, taking into account their starting points and capabilities. The childminder makes very good use of useful information she collects from parents and her own detailed observations as a starting point to plan for how she can help children to learn more. The childminder's dedicated playroom, living room and well-organised routines ensure that children have easy access to a broad range of toys, resources and experiences that promote engagement across all seven areas of learning. Children are able to make independent choices about what they play with, as toys and resources are accessible from well-organised storage. The childminder further promotes independence of choice as she provides a 'What shall we do today' folder that includes various photographs of children

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who attend

involved in their play. As a result, children are well supported to initiate their own play. Toddlers share their understanding of technology with the childminder, as they press buttons to make lights flash and hear sounds. As they explore further, they respond by dancing to music when the childminder demonstrates which button they need to press. The childminder then skilfully encourages toddlers to keep trying, as they recall how they are able to make it work. As a result, toddlers are helped to explore and experiment with how their actions can make things change. The childminder effectively records and assesses children's development, clearly identifying next steps in their learning. As a result, she has a good understanding of individual children's learning needs and provides good levels of challenge that are appropriate to children's age and stage of development. The childminder incorporates an

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who attend

individual focus for each child's next steps in their learning and development, into planned activities and during incidental play. For example, the childminder plans an activity involving two types of breakfast cereal following her observation of the toddlers' involvement in sensory play. She extends the activity with the addition of their current interest of dinosaur figures and a new aim to observe if they are able to represent their own ideas in pretend play. However, the childminder has not fully considered how to introduce activities in an imaginative and creative way, so that toddlers are always fully engaged in adult-led activities. Consequently, toddlers are not always supported in taking an active role in their own learning as possible. Nevertheless, toddlers investigate the different textures and enjoy listening to the sounds that the cereal makes as they move it around in the tray. The childminder effectively follows the toddlers' interest and uses a

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who attend

high level of understanding of effective communication to model language very well. As their language skills are effectively supported, they display positive settled relationships. Children feel confident and are encouraged to keep trying, therefore, strengthening their personal, social and emotional development. Overall, the childminder supports children well, so that they develop skills in readiness for the next stage in their learning.

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who attend

The childminder uses effective processes for evidencing and monitoring children's learning and development to ensure she has a good overview of their achievements. She shares children's individual progress with their parents through daily conversations, a daily diary system and regular written summaries of the progress their children are making. She shares information about children's achievements with parents, so that they too can support their children's learning when they return home.

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

The childminder engages very well with parents to gain all necessary care and educational information during settling-in sessions. This ensures children's routines, interests, likes and dislikes are considered when preparing for them to be cared for in her home. Consequently, children feel safe and secure and are settled and ready to learn. The childminder sets out resources and plans activities that she knows interests the children and that they will enjoy taking part in. This reinforces their sense of belonging, resulting in children being confident to explore and investigate their surroundings. The childminder has a very good awareness of children's emotional needs and places an emphasis on building attachments with children. She uses close purposeful interactions to form appropriate relationships with children to support their self-confidence and emotional development. For example, toddlers begin to place different sized rings on a stacking

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

tower and the childminder skilfully helps them to keep trying when they realise they will not all fit on. As they begin to develop their own strategies for doing things, they look to her for reassurance. Toddlers benefit from continuous praise and encouragement, and as a result, their self-confidence and mathematical development are enthusiastically supported. The childminder plans regular opportunities for children to visit the local parks or play in her garden. The childminder uses her high level of awareness of how children learn, so that they have more opportunities to take developmentally appropriate risk when they visit local parks. Consequently, children enjoy fresh air and exercise and develop their physical skills. Children are encouraged to eat a healthy diet. The childminder promotes the importance of eating a balanced diet with parents during the settling-in period. She ensures children's dietary needs are met, following discussions with their parents. The

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

childminder provides homemade meals and encourages children's independence at this time, as they follow appropriate hand washing routines and are encouraged to feed themselves. This is a sociable time where children sit together and the childminder models language very well to name foods and describe what the children are doing. Children have access to plenty of drinks throughout the day and the childminder promotes the healthy choice of fruit at snack time. As a result, children gain an understanding of the importance of healthy lifestyles. The childminder supports children in gaining an awareness of, and encourages them to attend to, their own personal care routines. For example, during nappy changes, she chats and explains what she is doing. As a result, they gain self- confidence, self-awareness and an understanding of their own needs.

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

The childminder ensures children's safety through clear written risk assessment of regular trips and outings. Childminding areas of her home and garden have been assessed and good steps taken to minimise potential risk. As a result, children can move safely and independently within the areas available to them. Children learn about keeping safe, as they take part in fire evacuations, so that they know what they have to do in an emergency. Children are encouraged to behave well as the childminder is a good role model and provides clear and consistent boundaries. For example, during pretend play, toddlers say 'hello' into a telephone. The childminder skilfully encourages them to play together and take turns as she engages them further in their emerging pretend play. As a result, children play alongside others and learn to manage their own feelings and behaviour. The childminder shares her expectations with parents during the settling-in

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

period, which are reinforced through her well-written policies and procedures. As a result, children benefit from consistency and continuity in their care.

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provision

The childminder has secure knowledge of the requirements of the Early Years Foundation Stage. This includes a good understanding of safeguarding and the procedures to follow if she has any child protection concerns about a child in her care and what she would do if an allegation were made against her. All required documentation and records are clear and well written. This includes risk assessments, that the childminder maintains effectively through regular reviews and daily checks. Information is safely recorded and shared with parents where necessary. The childminder understands about informing Ofsted of any significant events and has completed suitability checks through the Disclosure and Baring Service, ensuring she is safe to care for children. The identity of visitors is checked and there are very good boundaries around the safe use of photographs and mobile phones. As a result, the childminder's practice is effective in underpinning children's safety and

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provision

welfare. The childminder establishes strong relationships with parents that are supported through various effective methods of communication. There are clear procedures in place and permissions gained from parents, to promote individual children's health and safety needs. The childminder engages parents successfully in her practice and regularly seeks their opinions through questionnaires. Feedback from parents is extremely positive, they comment favourably, about the very open communication shared, and how they enjoy receiving photographs in emails to see what their children are doing during the day. The childminder has systems in place to regularly share children's progress with parents and understands her role in supporting effective communication when children attend more than one provision. As a result, the childminder has established good relationships with local nurseries and schools that ensure effective exchanging of information to complement

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provision

The childminder has secure understanding of how children learn and develop. She is confident in her teaching and reflects on previous observations and assessments to monitor the breadth of areas of learning. This means that children remain motivated and interested in their learning. The childminder has good overview of children's progress, as procedures used to monitor children's development are effective. The childminder is fully aware of the requirement to provide parents with a written summary of the progress check for children between the ages of two and three years. This includes the importance of identifying any required intervention and accessing additional support when necessary. The childminder continually reflects on how she can improve her work with children and the importance of supporting their welfare and development. She undertakes thorough self-evaluation, highlighting strengths and areas for improvement. For example, she is

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provision

currently enhancing systems to improve how parents are able to share information about their children's achievements that happens at home. The childminder welcomes visits from her local authority advisor and works closely with other local professionals to access training, peer support and encouragement.

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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 EY366148 Local authority Dudley Inspection number 857779 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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