Childminder in Shropshire

Inspection date

Previous inspection date 02/12/2014 12/07/2011

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early years provision

This inspection: 2 Previous inspection: 3 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 effective policies and procedures in place to meet the safeguarding and welfare requirements. As a result, she fully understands her role and responsibilities to ensure children are kept safe.  Children are happy and confident. The childminder is approachable, kind and caring. This ensures that she is well placed to meet children's individual needs.  The childminder builds strong partnerships with parents and carers and local nurseries and schools. As a result, she successfully promotes continuity in children's care and learning.  The childminder has a good understanding of the requirements of the Early Years Foundation Stage. As a result, with effective teaching she ensures children make good progress in their learning from balanced and enjoyable activities.

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It is not yet outstanding because

 The childminder does not consistently give children time to respond to questions, in order to fully extend and challenge their critical thinking during some activities.  The childminder does not always consistently enhance children's self-esteem and sense of belonging by, for example, displaying their artwork and photographs of familiar people in their life.

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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 children's 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 and carried out a joint observation with the childminder.

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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 and recent parent questionnaires.

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Information about the setting

The childminder was registered in 2010 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three children in Shrewsbury, Shropshire. The whole of the house and the rear garden are used for childminding. The family has two pet guinea pigs. The childminder works with an assistant. She visits the shops and park on a regular basis and collects children from the local schools and pre-schools. There are currently 18 children on roll, five of whom are in the early years age group and attend for a variety of sessions. The childminder 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:

 maximise the use of the well-resourced area, in order to provide more opportunities for children to develop their self-esteem and sense of belonging through displays of their artwork and images of familiar people in their life

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

 enrich the opportunities for children's creative thinking and listening, for example, by providing more time for children to fully respond to questions about their play and learning.

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who attend

The childminder has a strong, secure knowledge of how children learn and develop. As a result, children make good progress in their learning. The childminder makes effective use of her regular, detailed observations and assessments to support the planning for individual children. She provides a skilful balance of child-initiated and adult-led activities to challenge and motivate them fully. This effectively promotes children's good progress across all areas of learning. Parents contribute to the initial assessment of their children's starting points on entry and have daily, ongoing discussions with the childminder about their progress. Comprehensive evaluation and tracking, including the required progress checks for children between the age of two and three years, are in place. This ensures that parents are fully informed and involved in their children's learning and development.

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who attend

The quality of the childminder's teaching is good. She effectively supports children's development so they make good progress across all areas of learning. This means that the skills, attitudes and dispositions children need to be ready for school are well established in her practice. The childminder skilfully promotes younger children's skills in communication and in personal, social and emotional development. Children are self- motivated and keen to play and explore within the childminder's home. For example, they initiate imaginative activities, such as taking the babies to the shops in the pushchair. The childminder uses open-ended questions to extend and develop children's creative thinking. She asks them, 'what are you going to buy and why?' and 'which shops are you going to?' However, she does not always give children sufficient time to respond to her questions before giving them the answer. This does not consistently enhance their learning, such as

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who attend

developing their understanding of critical thinking.

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who attend

The childminder actively supports children's creative skills with paint. As a result, children confidently enjoy a sensory experience using their hands and fingers to make marks and patterns. This is further extended as the childminder talks about the autumn colours with the older children, which helps to develop their understanding of seasonal changes. Children increase their knowledge of numbers and mathematical concepts through enjoyable activities. For example, they eagerly identify the number of 'bays' in the garden to park their scooters and bikes, while playing outside.

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

Children are happy and content in the childminder's home. She always offers parents and children a settling-in period which is gradual and worked to meet the child's individual needs. During this time she finds out about their routine at home and care needs. As a result, they build secure attachments with the childminder to develop their emotional well- being. They confidently seek her involvement in their imaginative play and enjoy listening to a story together. However, there are no examples of children's art work, or pictures of family and other special people on display, to fully enhance and promote their sense of belonging and self-esteem. Children are cared for in a bright learning environment and have easy access to the wide range of resources within the large playroom and garden.

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

The childminder ensures her premises are kept secure. Consequently, children's safety is given good consideration. Daily checks of the property are maintained to ensure that children are protected in the home and when on outings. Children are learning to explore their environment, while the childminder teaches them to stay safe. For example, when walking outdoors, she reminds children how to cross the road safely, which means that children learn and understand how to stay safe. Children behave well as the childminder is clear and consistent about the strategies used to manage their behaviour. The childminder and her assistant act as positive role models to encourage good behaviour and use of manners. For example, both give praise throughout the day, as children begin to use 'please' and 'thank you' during routine activities.

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

Children's independence is supported very well. They are encouraged to feed themselves independently and move on to their next stage in learning as they progress from a bottle to a cup. These next steps help younger children with their learning and future move to nursery. The importance of healthy lifestyles is very well supported by the childminder. She ensures that children understand the importance of good hygiene practices and helps young children to clean their hands after messy play and before eating. This minimises the risk of cross-infection. Children benefit from healthy, well-balanced snacks, such as a variety of fruits. In addition, water is readily available throughout the day so that children can help themselves to a drink when they are thirsty. The childminder works closely with parents to meet the needs of any children with special dietary requirements, to promote children's good health and well-being. Regular outdoor play is offered for children to enjoy

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

fresh air and exercise, so that they learn how to stay healthy and active. When children are ready to move on to nursery, the childminder prepares them well through discussion and stories to help alleviate any anxieties they may have. This secures children's emotional well-being and confidence, as they move to their next stage in learning.

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provision

Children's safeguarding is given a high priority by the childminder. She has clear policies and procedures in place, which are comprehensive and very well thought out. The childminder keeps up to date with safeguarding training and fully understands how to protect children from harm. For example, she knows what action to take should she have a concern over a child, or if an allegation is made against herself or her assistant. Risk assessments are consistently implemented and reviewed regularly to minimise hazards to children. The childminder has effective procedures in place for emergency evacuation, and fire drills are carried out regularly. Therefore, children are cared for in a safe environment. The childminder's record keeping is well organised and accurate. This ensures that information on children and her assistant is easily accessible. Robust recruitment and induction procedures are in place to ensure that the assistant is suitable to work with

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provision

children. For example, relevant checks to assure parents of the assistant's suitability to work with children have been carried out.

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provision

The childminder's self-evaluation procedures are effective. Views and comments of children and parents are sought by regular verbal feedback and regular questionnaires. As a result, the childminder's priorities for improvement are accurate. The childminder effectively monitors her educational programmes, and her strong practice ensures that all children are making progress. She is able to track and promptly identify any areas where there might be gaps in children's learning. This enables the childminder to act swiftly to address this. The childminder has attended a number of training courses since her last inspection, and these have led to her increased knowledge and understanding of meeting the learning and development requirements. For example, younger children benefit with their communication skills through the childminder's recent knowledge of Makaton. The childminder works closely with her assistant, monitoring performance to ensure that

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provision

improvements are made to their practice. This ensures that a consistent approach is used to support all children's learning and development.

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provision

Partnerships with parents are good overall. They are kept up to date with their children's progress and well-being through detailed daily diaries and the sharing of children's assessment records. Informative displays of children's next steps in learning that the childminder is working on, and special 'wow' moments, help to keep parents well informed. Comments from parents on recent questionnaires state that they are pleased with the quality of the provision and how much their children look forward to attending. The childminder understands the importance of working in partnership with external agencies and other settings to support children's learning and development. Information obtained about children's achievements elsewhere is used effectively by the childminder to complement their learning in both settings.

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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 EY419778 Local authority Shropshire Inspection number 879991 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 18

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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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