Carr, Katrina Heather

Inspection date

Previous inspection date 04/12/2014 14/01/2010

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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 demonstrates a good understanding of how to keep children safe. She has a detailed policy, which supports her practice. Regular risk assessments are completed to help ensure children's safety. As a result, children's well-being is effectively promoted.  The childminder has a good knowledge and understanding of the learning and development requirements. She provides children with stimulating and challenging activities to promote their learning. As a result, children make consistently good progress.  Partnerships with parents are well established. This helps parents to guide their children's learning at home and means that the childminder has valuable information to help her plan effectively for children's next steps.  Children are extremely happy to be in the childminder's company. They have formed close attachments with the childminder, which positively promote their emotional well-

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It is not yet outstanding because

 Children are not provided with sufficient opportunities to learn about different communities, religions, traditions or ways of 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 had a tour of the childminder's home, including the kitchen, garden and play areas.

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Inspection activities

 The inspector spoke to the childminder at appropriate times and looked at and discussed a range of policies and procedures.

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Inspection activities

 The inspector observed children as they played indoors and at snack time. She engaged in the children's discussions and imaginative play.

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Inspection activities

 The inspector checked the evidence of the suitability and qualifications of the childminder and looked at her self-evaluation form and improvement plan.

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Inspection activities

 The inspector discussed children's learning and progress with the childminder and viewed children's records, observations and assessment files.  The inspector took account of parents' comments from written records examined.

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Information about the setting

The childminder was registered in 2005 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and two children in Dawley, Telford. The whole ground floor of the house is used for childminding. Children have access to the garden for outdoor play. The family has a pet rabbit and a fish. The childminder collects children from local schools. There are currently eight children on roll, two of whom are in the early years age range. Children attend for a variety of sessions. The childminder receives funding for the provision of free early education for three- and four-year-olds. She operates all year round from 7.45am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder is a part of the local childminding network and 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 knowledge and understanding of different communities, religions, traditions or ways of life by, for example, providing an environment that is rich in positive images that reflect the wider community and children's similarities and differences.

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who attend

The quality of teaching is very good. The childminder has a detailed knowledge and understanding of how to promote children's development across the seven areas of learning. She uses this in-depth knowledge to provide children with a good balance of child-initiated and adult-led activities. Educational programmes offer children an excellent amount of challenge and stimulation. For example, children are encouraged to explore natural resources, such as ice and water, as they play with polar bear figures and other small-world toys. Young children explore using their senses and begin to understand how different things feel cold and change in consistency. The childminder provides children with different fragrances of play dough, using strawberry and lemon so that children can explore their sense of touch and smell simultaneously. She also supports their early communication and language development as the childminder constantly talks to them

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who attend

about what they are doing and engages in their imaginative play. The childminder supports the physical development of younger children by rearranging her home so that they can begin to move around using furniture and resources for support. This emphasis on developing children's progress in the prime areas of learning ensures that children are acquiring the necessary skills needed for their next stage of learning. The childminder collates an individual folder for each child and fills this with annotated photographs and records of children's progress. She uses this to share details with parents of activities undertaken with her. Children's progress is closely monitored through regular and detailed observations and assessments. The childminder ensures that children's next steps in learning are clearly and precisely identified and targeted through planned activities. She has a good understanding of how to complete the progress check for

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who attend

children aged between two and three years. This is shared with parents and other professionals, such as health visitors, to complement children's learning and development. As a result, children make very good progress in their learning.

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who attend

The childminder understands the importance of establishing good relationships with parents. She endeavours to keep them well informed of their children's progress from the moment they enter her provision until when they are ready to leave for school. She does this through regular conversations and discussions about children's progress. Children's files are regularly viewed by parents and feedback is given on assessments and other records. Consequently, children's learning is supported well in the childminder's provision and at home.

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

Children are very happy and content in the childminder's company. The childminder has formed very good attachments with her key children and knows them well. She promotes their emotional well-being consistently as she is close by to offer support and reassurance. She has a caring nature and is responsive to children's needs, offering cuddles and comfort as children wake up from resting. Parents commend the childminder on the care offered to their children. They are appreciative of how she provides interesting activities in the indoor and outdoor environments. Children play well together and the childminder ensures that she offers all children equal amounts of her attention. This helps to promote children's positive behaviour and consequently, they are well behaved and considerate to the needs of others around them. Children are beginning to learn about managing their own safety. For example, the childminder encourages them to tidy up toys from the floor

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

so they do not trip and fall. She also explains to them about why they need to wash their hands to maintain their health and hygiene.

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

The childminder provides children with healthy meals and snacks to promote their physical well-being. She encourages young children to independently feed themselves and allows them to experiment with different foods. Children have fresh drinking water and younger children enjoy close interactions with the childminder as she feeds them their bottles. The childminder is aware of individual children's likes and dislikes and liaises with parents regarding rest and sleep routines. Children are encouraged to wash their hands prior to eating and the childminder positively explains the reasons for this. Children have regular outdoor play, either in the childminder's garden or by visiting local attractions. This means that children benefit from regular physical exercise and fresh air to promote a healthy lifestyle.

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

The dedicated playroom is well resourced and is full of age-appropriate resources for children to engage with. For example, there is a home corner that hosts very small kitchen appliances so that young children can easily use these and develop their imaginative role play. The environment is rich in print and text to support children's early literacy skills. For example, weather charts and laminated pictures of all children adorn the walls and there are posters to show children sharing and being kind to each other. However, there are limited opportunities for children to learn about diversity and to understand and value each other's differences because, for example, there are few resources that reflect the wider community for children to use to support their play and learning.

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provision

The childminder has a very good knowledge and understanding of the welfare and learning requirements of the Early Years Foundation Stage. Children's safety and well- being are given high priority by the childminder. Her safeguarding practices include obtaining the identification of all adults visiting her home and documenting these so that she has an accurate record. Regular fire drills are carried out and daily visual checks are made in and around the home to ensure the environment is safe and secure. The childminder holds a current paediatric first-aid certificate and is aware of how to deal with minor accidents or emergencies in her home. She is aware of the action to take if an allegation is made against her or any other adult in her home. Mobile phone and camera use is restricted to protect children in her home. The childminder is secure in her knowledge of the correct action to take if she has a concern about a child's welfare. As a

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provision

result, children's safety and welfare are promoted well.

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provision

The childminder holds an appropriate early years qualification and is an active member of the local childminding network. She is committed to finding out different ways to provide children with challenge and interesting activities. She has recently attended a meeting that has given her inspiration to promote children's learning through making Christmas puppets. This dedication to continually meeting the changing needs and interests of children means that the quality of teaching remains consistently good. Children's progress is monitored very closely by the childminder and this means that they make good progress across the seven areas of learning. Her systems to observe and assess children's development are excellent and ensure that children's next steps in learning are precise and accurate.

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provision

Partnerships with parents, other providers and professionals are promoted well. The childminder has successfully addressed the previous recommendation made at her last inspection. She now ensures that there is a regular two-way flow of communication between parents and herself to promote children's learning. The childminder takes the opportunity to share information with parents about their children at every opportunity. This includes daily conversations, children's diaries and regular opportunities for parents to view and discuss children's development. As a result, parents are kept well informed of their children's progress and achievements. The childminder involves parents and children in the evaluation of her provision and seeks their views to make positive changes. Current plans for improvement include the further development of the outdoor area, to provide children with more opportunities to explore natural materials, such as mud, leaves and

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provision

water. This demonstrates a very good approach to making changes that will ultimately improve the learning experiences for children.

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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 EY341424 Local authority Telford & Wrekin Inspection number 862906 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

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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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