Childminder in Staffordshire

Inspection date

Previous inspection date 04/12/2014 28/04/2009

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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 childminder is highly skilled in helping children to consider how they can solve their own problems. As a result, children are interested and motivated in their play and make good progress in their learning and development.  The childminder uses observation effectively to reflect on how she can help children to learn more. This means that children are provided with good levels of challenge in their learning and development, through a good mix of adult-led and child-initiated activities and experiences.  Children benefit from a welcoming environment and the childminder's strong emphasis on ensuring that children's well-being is always considered. This reinforces their self- confidence and prepares them well for the next stage in their learning.  The childminder's home is safe; she takes good steps to reduce potential dangers and is confident in her responsibilities with regard to child protection. Therefore, children

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This provision is good

are safeguarded and their welfare is protected.

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It is not yet outstanding because

 Children have fewer opportunities to explore and experiment with a range of writing equipment, as storage systems mean that resources are not always readily available.  The childminder has not yet fully engaged other settings children attend in working to complement and enhance children's learning and development and to help them make best possible progress.

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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, speaking to children at appropriate times while they played.

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Inspection activities

 The inspector checked evidence of suitability of the childminder, co-childminder and family members.

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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.

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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 and took account of the views of parents from contributions made in documentation and from discussion on the day.

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Information about the setting

The childminder was registered in 2006 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She works alongside a co- childminder and both childminders have equal responsibility for the childminding practice. The childminder lives with her husband and two children in a house in Penkridge, Staffordshire. The whole of the ground floor, bathroom on the first floor and an enclosed outdoor play area are used for childminding. The family has a pet dog. The childminder attends groups and activities at the local children's centre. She visits the shops and park on a regular basis and takes children to and collects children from the local schools and pre-schools. There are currently 10 children on roll, of whom nine are in the early years age group and attend for a variety of sessions. The childminding provision operates all year round from 7am until 6pm, Monday to Friday, except bank holidays and family

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Information about the setting

holidays. She is a member of the Professional Association for Childcare and Early Years and 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:

 provide more opportunities for children to explore and experiment with a range of resources that helps them to develop their sensory exploration and early writing skills in everyday situations

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

 develop further the good systems already in place, so that all children benefit from a greater shared approach to help them to make the best possible progress in their learning and development when they attend more than one setting.

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who attend

The childminder's teaching skills are rooted in a very good 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 has developed effective and clear systems for recording and assessing children's development. During the settling-in period, the childminder collects useful All about me information from parents. She uses this information and her own good observations as a starting point to plan for how she can help children to learn more. As a result, she has a good understanding of individual children's learning needs. The childminder shares information about children's progress with their parents through daily conversations, a baby-diary system and the regular sharing of development records. She has developed good systems to ensure that there is an effective exchange of information with parents, with regards to

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who attend

the achievements that children make in their learning and development at home.

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who attend

The childminder plans a well-organised range of adult-led and child-initiated activities and uses her secure knowledge of how children learn to promote engagement across all seven areas of learning and development. She incorporates an individual focus into the planned activities related to each child's next steps in their learning and development. For example, the childminder selects a number of jigsaw puzzles, related to a theme that she knows toddlers will be interested in. She uses her high level of understanding of effective communication to motivate and encourage children to keep on trying and to consider different ways the pieces might fit. This well-planned activity helps the childminder to gain an understanding of what children know about shape, space and measure. This reinforces children's mathematical development and emotional well-being, and as their self- confidence grows, they gain a sense of achievement, and they display the benefits of

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who attend

The childminder uses good processes for evidencing and tracking the progress children are making in their learning and development. She regularly reviews her assessments of children's progress and uses this information to identify children who are working above or below their expected age range. This ensures that the childminder can then provide good levels of challenge that are appropriate to children's age and stage of development. For example, she skilfully encourages children and toddlers to explore and to keep on trying as they work together to build a den. The childminder expertly helps them to consider the equipment they need to achieve their aim. Through good and meaningful interactions, children engage in conversation, supporting their speaking and listening skills. Toddlers explore a variety of materials, tools and techniques and children extend their ideas even further as they introduce a storyline into their play. As their language skills are effectively

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who attend

supported, children feel confident and are encouraged to keep trying, strengthening their personal, social and emotional development. The childminder makes good use of this purposeful experience to encourage children to concentrate, to think critically and begin to make links with how their actions affect outcomes. Overall, the childminder has a secure understanding of the learning and development requirements and supports children well, so that they develop skills they need in readiness for the next stage in their learning.

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

The childminder ensures that parents feel welcome in her home, and are confident with her abilities as information she provides covers all aspects of the safeguarding and welfare requirements. She engages very well with parents to gain all necessary care and educational information to ensure children's routines, interests, likes and dislikes are considered when preparing for children to be cared for in her home. The childminder places an emphasis on building appropriate relationships with children during settling-in sessions. This results in children who feel safe, secure and are settled and ready to learn. The childminder has a good awareness of children's emotional needs and uses close, purposeful interactions to form attachments with children that effectively promote their emotional development. For example, when toddlers indicate that they are ready for a nap they look to the childminder for comfort and reassurance. She instinctively responds by

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

finding a blanket and the toddler's comforter. This helps them to adjust their behaviour to different situations and take changes of routine in their stride. Areas of her home used for childminding and the garden have been assessed and good steps taken to minimise potential risk. As a result, children move safely within the areas available to them, encouraging independence. Children learn about keeping safe, for example, they regularly take part in fire evacuations. Children returning from nursery are encouraged to share what they already know, following a visit from the local fire officer. As a result, children are more confident with what they have to do in an emergency.

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

Children are encouraged to behave well, as the childminder is a good role model and provides clear and consistent boundaries. They use their manners well when talking to adults and the each other. The childminder shares her expectations with parents before their children start, with regards to how they can work in partnership, so that children benefit from continuity in their care and learning. The childminder's home is well resourced and she has developed a photographic library of activities and resources. As a result, children are generally able to make independent choices about what they play with. However, the childminder has not yet considered how to organise equipment, so that children can easily access a range of writing resources. As a result, children are not able to develop their early writing skills spontaneously and there are fewer opportunities for toddlers to explore and experiment with making marks. The childminder skilfully involves

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

all of the children in her care during child-initiated play. For example, she ensures that there are plenty of shape sorters to investigate, so that toddlers can each explore what happens when they are successful at posting them into the correct shape. As a result, children play alongside others, promoting their personal, social and emotional development in managing feelings and behaviour.

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

Children are taught about the importance of a leading a healthy lifestyle. The childminder plans regular opportunities to visit local groups and parks or to play in her garden, which ensures children get fresh air and exercise and develop their physical skills. Children are encouraged to eat a healthy diet. The childminder ensures children's dietary needs are met following discussions with parents, who provide packed meals for their children. She ensures that children have access to plenty of drinks of water throughout the day and children are actively encouraged to make choices about what they eat at snack time. The childminder encourages children to develop their independence. For example, children let her know they need to go to the toilet, they are supported to manage their toilet needs themselves and to follow appropriate hygiene routines. Tissues are readily available to wipe their noses and they learn to put their rubbish in the bin and independently wash

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

their hands. As a result, children gain self-confidence and self-awareness and an understanding of their own needs. This means that they are emotionally prepared to managing their personal needs when they move on to nursery or school.

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provision

The childminder has a secure knowledge of the requirements of the Early Years Foundation Stage. There are clear procedures in place and permissions gained from parents to promote individual children's health and safety. All regulatory training is up to date and required documentation and records are clear and well written. The childminder is confident in the procedures to follow if she has any child-protection concerns, including what she would do if an allegation were made about her, her co-childminder or her family. The childminder understands about informing Ofsted of any significant events and all adults living or working within the home have completed suitability checks through the Disclosure and Barring Service, to ascertain their suitability to be in the proximity of children. The identity of visitors are checked and there are good boundaries around the use of photographs and mobile phones. As a result, the childminder's practice is effective

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provision

in underpinning children's safety and welfare.

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provision

Parents are very happy with the service. They share how their children have benefited from consistency in strategies used to help toddlers follow appropriate boundaries as their sense of will and determination develops. The childminder establishes strong relationships with parents that are supported through daily handovers and regular updates on children's learning and development. This means that parents are aware of the progress their children are making. The childminder takes all reasonable steps to engage parents in her practice and regularly seeks their opinions through the use of feedback forms. This means that parents are able to share with the childminder the achievements their children make in their learning and development at home. However, she has not yet been successful in engaging other providers in sharing important information about children's learning and development, when they attend other settings. As a result, there are fewer opportunities

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provision

for working in partnership to complement and extend children's learning, so that they make as much progress as possible.

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provision

The childminder fully understands her responsibilities with regards to the learning and development requirements of the Early Years Foundation Stage. She 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. Consequently, the childminder has developed effective procedures to track children's development, so that she has a clear overview of the progress they are making. She understands the need to monitor the breadth of areas of learning and reflects on previous observations and assessments to ensure that children remain motivated and interested in their learning. She undertakes thorough self-evaluation in order to reflect on her practice, highlighting strengths and areas for improvement. The childminder works effectively alongside a co-

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provision

childminder and both childminders have equal responsibility for the childminding practice. This means that they have developed a good, working relationship that supports continual reflection on how they can improve their work with children and means that they are continually developing their service for the benefit of the children who attend.

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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 EY342531 Local authority Staffordshire Inspection number 862959 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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