Childminder in Walsall

Inspection date

Previous inspection date 05/12/2014 24/11/2009

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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 quality of teaching is good because the childminder provides a range of interesting experiences that engage and motivate the children. Consequently, all children are making good progress in their learning and development.  Children form strong bonds with the childminder and are settled and content. This is because she provides a caring and nurturing environment that effectively promotes their emotional well-being.  The childminder pays good attention to safeguarding children. She has a good knowledge of her role and responsibility in this area, which means she can respond promptly to any concerns and keep children safe.  Partnerships with parents are good. The childminder works closely with parents to ensure that relevant information is shared and that the individual needs of the children are met well.

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It is not yet outstanding because

 Occasionally, the childminder focuses too much on the end product of creative activities rather than allowing younger children to have a sensory experience and to celebrate their own ideas and work.

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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 viewed all areas accessed by children, and spoke with the childminder and the children at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at children's development records and a range of other policies, procedures and records, including those relating to the suitability of household members.  The inspector took account of the views of parents, provided in written form.

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Inspection activities

 The inspector observed teaching and learning activities in the childminder's lounge and in the kitchen.

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Information about the setting

The childminder was registered in 1996 and is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder lives with her husband in Pelsall, West Midlands. The whole of the ground floor and one bedroom and the bathroom on the first floor are used for childminding. There is an enclosed garden available for outside play. The childminder operates all year round from 7.30am to 5pm, Monday to Friday, except for bank holidays and family holidays. She also provides 24 hours care at weekends and evenings, and overnight care as a family support childminder. There are seven children on roll, of whom five is in the early years age group. The childminder holds appropriate early years qualification at level 3. She works closely with the Learning and Family Support Services and is supported by the local authority. The childminder is a member 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:

 help younger children to further develop their sensory experience in creative activities to further promote this area of learning and effectively support children's own ideas and achievements.

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who attend

The childminder has a good understanding of the learning and development requirements of the Early Years Foundation Stage. She works closely with parents to obtain information about children's individual needs and interests when they first start attending. The childminder uses this information to plan activities to aid their settling-in process and to support their early progress in learning. She completes observations and regular assessments of children's achievements, resulting in clear decisions about children's next steps in learning. This, combined with an effective system to consistently track children's progress, enables the childminder to promptly identify any potential gaps in their learning and to monitor their progress. As a result, she is able to plan specific activities to raise children's attainment to the expected levels of development. In addition, the childminder regularly provides all parents with a short written review of their children's progress. She

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who attend

also completes the progress check for children aged between two and three years. The childminder engages in daily discussion with parents about their children's development and shares their learning journals with them. In addition, she provides ideas to extend children's learning at home. As a result, children benefit from a consistent approach to their learning and development.

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who attend

Teaching is consistently good because the childminder knows the individual learning needs of the children that she cares for. She plans a good range of adult-led and child-initiated activities to support children's play. This ensures that children can benefit from making independent choices in their play and learning. Children's confidence, language and communication skills are promoted very well to underpin their future learning. The childminder extends their thinking and vocabulary through her interaction and varied questions about what they want to do. For example, she says 'what shall we have, this one or that one?' They then choose together what they would like to include in the park or in the small world activity. The childminder uses simple words, such as 'sandpit or pond' and 'swings and slides'. She repeats these words slowly to support children who are developing their speech and language skills. Furthermore, she links words to objects and

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who attend

uses descriptive language, such as slippery slides as children recall their experience in the park that they regularly visit. Consequently, children are hearing words, linking these to actions and previous experiences, supporting them well to develop their speech and become confident communicators. Children show a growing interest in books and enjoy sharing the experience as they sit close to the childminder to listen to their favourite stories. The childminder introduces unfamiliar words in a narrative context, uses different voices and tone to encourage children to join in. She extends children's learning further by encouraging them to repeat words and to look at the pictures. This helps children to listen with increasing attention, develops their vocabulary and helps them to develop literacy skills, supporting them well towards early writing in readiness for school when the time comes.

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who attend

The childminder provides consistent praise for children's efforts and achievements, no matter how small. This helps children to feel special and valued and effectively promotes their personal, social and emotional development. Children have good opportunities to use their creative skills and imagination as they decorate houses made of gingerbread. The childminder provides them with a selection of decorative items and different coloured tubes of icing. Children enjoy squeezing the icing and attaching items of their choice as they create their masterpieces. The childminder encourages older children to make their masterpieces unique by asking them to include the house number on the door of their house. Children show a great sense of achievement as they follow instructions and take time in their play, supporting them well in the next stage of their learning. However, at times the childminder focused too much on the end product of the activity rather than

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who attend

allowing younger children to express their own ideas and celebrate their work, meaning that children give parents something they have not fully made themselves. Children regularly explore the local environment. For example, they visit the park and toddler groups. This enhances children's social skills and broadens their range of experiences. Consequently, children gain valuable experiences for their future learning outside of the home and this aids their move to nursery or school.

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

Children are happy, settled and form strong bonds and warm relationships with the childminder. The childminder clearly understands the way that change can affect children and offers gradual settling-in sessions for children new to her setting. This helps children adjust at a pace suited to their individual needs and parental requirements. Children show that they feel secure through their play and interactions with the childminder. For example, children look to the childminder for reassurance when feeling tired or when they are hungry, and they react positively to the warm affection and individual attention they receive. Regular communication between the childminder and parents means that important information is shared quickly and effectively. The childminder provides children with a very homely environment. She makes the most of the space she has and ensures that children can easily access available resources to help them make choices in their play

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

The childminder is a positive role model and encourages children to use good manners and say 'please' and thank you' routinely. She is calm, kind and caring. The childminder sets children clear behaviour boundaries and is firm, but fair in her approach to behaviour management. Methods used for managing children's behaviour are shared with parents to ensure consistency of care. Children receive praise and encouragement for their good behaviour, effort and achievement; this builds their confidence and self-esteem.

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

The childminder works closely with parents to support children's emotional well-being, health and physical development. She has taken part in local authority programmes and has lots of conversations with parents about healthy diet and care routines at home. She also shares information with parents daily about what children eat and do in her care. Consequently, parental wishes are known and continuity of care assured. The childminder effectively supports children to develop their independence. She encourages children to help themselves to their drinks and to feed themselves and make choices in their play. These skills contribute to children's readiness for the next stage in their learning, such as starting school or nursery. The childminder provides children with daily opportunities for fresh air and exercise. Effective hygiene routines are modelled by the childminder and this helps children to develop personal care skills that are appropriate for their age and stage

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

of development. The childminder teaches children to keep themselves and others safe. She regularly practises emergency evacuation procedures with the children to ensure that they can act swiftly and safely in the event of a fire. In addition, children are also reminded to be careful during play and learn about road safety on outings. Therefore, children learn to understand danger and how to assess and manage risks safely.

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provision

Children are safeguarded effectively because the childminder has a good understanding of the requirements of the Early Years Foundation Stage. She is well informed about her role and responsibility to protect children in her care. She is fully aware of the different signs and symptoms of abuse and is clear about the procedures to be followed in the event of a concern. Additionally, a comprehensive range of written policies and procedures is in place to support her practice. She shares these with parents, which means that they are well- informed about the childminder's role and responsibilities. All adults living in the childminder's home have been appropriately vetted. This further safeguards children in her care. Risk assessments are thorough and are fully implemented by the childminder. She also undertakes daily visual safety checks of her home and a has a range of safety precautions in place. For example, all external doors are locked to prevent unauthorised

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provision

access into the setting. This enables children to play in a safe and secure environment. All visitors' identity is checked and children not left unsupervised with visitors.

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provision

The childminder has a very good understanding of the learning and development requirements. Planning is flexible and takes account of children's interests, next steps in learning and preferences for learning. This ensures that all children make good progress towards the early learning goals. The childminder works closely with all parents to provide effective care and support for their children. Regular two-way communication takes place between parents and the childminder, and all required information is obtained and shared. The childminder provides a flexible service and works hard to make parents and their children feel welcome and valued. Written feedback from parents and pictures from children demonstrate satisfaction with the level of care that the childminder provides. The childminder is well aware of the value of partnership working with other provisions where children attend. She describes clear strategies to support all children's learning and

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provision

welfare. For example, she regularly shares information about children's progress with the other settings that some children also attend.

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provision

The childminder is enthusiastic about what she does. She keeps up to date with early years issues through her attendance on training courses and by discussing good practice with other childminders. The impact of this is clearly demonstrated in her practice. As part of the childminder's self-evaluation process she encourages both parents and children to share their views, which she values and respects. This helps her to establish what she is doing well and where improvements may be needed.

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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 255310 Local authority Walsall Inspection number 866942 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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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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