Childminder in Coventry

Inspection date

Previous inspection date 09/12/2014 17/11/2010

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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 has a good awareness of how young children learn. She uses observations and assessments of the children to identify where they are in their learning. She effectively uses this information to support their continuing progress.  The childminder encourages children to remain motivated and interested. As a result, their behaviour is good, and they display high levels of confidence and self-esteem.  The childminder promotes safeguarding effectively. She understands her responsibilities with regard to keeping children safe and protecting them from harm.  Effective partnerships between the childminder and parents encourage and support them well in their involvement of their children's learning and development.  The childminder uses self-evaluation to reflect on the quality of her service. She plans for further improvements well, by setting herself clear goals and targets.

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It is not yet outstanding because

 Opportunities for children to experiment by making marks and writing, are not always fully promoted.  There is room to further enhance younger children's independence, by labelling toy boxes with words and pictures, to increase children's ability to make informed choices about what they play with.

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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 in the childminder's home and spoke with the childminder and children at suitable points throughout the inspection.  The inspector conducted a joint observation with the childminder.

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Inspection activities

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

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Inspection activities

 The inspector checked evidence of the suitability and qualifications of the childminder and her household, and talked with the childminder about her self- evaluation and improvement plans.

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Inspection activities

 The inspector took account of the views of parents from information included in the childminder's documentation.

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Information about the setting

The childminder was registered in 2010 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and one child in Coventry. The whole of the ground floor is used for childminding, with toilet facilities provided on the first floor. There is an enclosed garden available for children's outdoor play. The family has a pet cat. The childminder takes children to and collects children from local schools and pre-school. The childminder provides care on each week day, from 8am to 5pm, all year round, except for bank holidays and family holidays. There are currently two children attending, both of whom are within the early years age range.

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

 ensure that children are supported to experiment by making marks independently during play, by ensuring that paper is always readily accessible to them

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

 build on young children's ability to independently choose what they would like to play with, for example, by labelling toy boxes with words and pictures, showing the resources that are contained within them, so children can make informed choices about their play.

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who attend

The childminder has a secure knowledge of the learning and development requirements of the Early Years Foundation Stage. She uses her experience and knowledge to observe, assess and plan for children's learning needs. As a result, children make good progress and are well prepared for their move on to school or pre-school. The childminder ensures parents are involved in their children's learning from the start, by obtaining detailed information from parents about their children's current interests, likes and prior achievements. She uses this information combined with her own initial observations to identify children's individual learning needs and preferences. Consequently, the childminder plans activities that motivate and appropriately challenge children from the beginning. Ongoing discussion and the sharing of children's learning journals and daily diaries, ensures that parents remain involved and up to date about their child's progress.

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who attend

This consolidates children's learning at home and promotes a consistent approach to their learning and development.

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who attend

Children display the characteristics of effective learning, as they actively explore the environment around them and initiate their own play. The childminder engages in children's play and follows their lead. For example, children relish in pretending to feed dolls with 'tea and pizza', and have fun playing hide-and-seek in the pop-up tent. The childminder supports children to learn about numbers, shapes and colours throughout their play. She routinely introduces mathematical concepts, such as 'more' and 'less' when encouraging children to count toys back into the bag, during tidying up. The childminder supports children to develop their language and communication skills well. She constantly chats with children and comments on what they are doing. She carefully listens to children and gets involved in their spontaneous play and conversation. She uses these opportunities to introduce children to new words, which extends and builds their

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who attend

vocabulary. Children enjoy sharing books with the childminder, which are linked to other activities. For example, they delight in the opportunity to explore and have fun playing with porridge oats, after reading the story about three bears with the childminder. As a result, children's learning is extended and their interest in books and reading is further promoted.

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who attend

The childminder offers a rich learning environment both indoors and outdoors. She effectively enhances children's knowledge about the wider world, for example, by going on bug hunts in the garden, or looking for spider webs on a frosty morning. As a result, children learn about nature and the habitats of different creatures. The childminder's individual attention to each child enhances their natural motivation to explore, play and learn. She responds to their interests with enthusiasm as they play and interact with her; this provides children with the confidence to have a go at doing things for themselves. Consequently, children learn the skills needed to solve problems, as they make discoveries and investigate how things work. Children have access to a variety of mark-making resources, such as pens and crayons. These opportunities offer children experiences to develop their early literacy skills, however, paper is not always readily accessible to the

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who attend

children. This means that children are not always fully supported to experiment by making marks independently. The childminder raises children's awareness and respect for difference and diversity through activities and books that celebrate similarities and differences.

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

The childminder develops warm, caring relationships with the children. Well planned settling-in visits help children get to know the childminder and their new surroundings. As a result, children look forward to enjoying their time with her. The childminder takes time to speak with parents daily, in order to keep them informed of their child's care routines. In addition, she completes daily diaries which keep parents informed about children's activities and achievements. Children look to the childminder for reassurance when they feel less secure and she offers them comfort and cuddles, to ensure they are fully supported. As a result, children are happy and settled, and their emotional well-being is promoted. The childminder regularly attends local groups, such as 'Messy play', where children have the opportunity to take part in different activities. They also socialise with other children and adults, and this helps them to develop their confidence and make new

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

The childminder's home is well organised. Children feel at ease in the childminder's care and demonstrate a strong sense of belonging. This is evident as they happily chat and play with her. Children are provided with a wide range of age-appropriate toys and activities that most children can independently access. However, some toys stored in boxes are not as easily accessible to younger children, as they are not always aware of what resources are available to them. This limits younger children's ability to make informed choices about what they play with. Children's behaviour is very well supported, because the childminder has realistic expectations of them. She acts as a good role model and displays a calm approach towards managing children's challenging behaviour. Children are beginning to learn right from wrong as the childminder helps them to understand rules and boundaries. She acknowledges when children behave positively and they are very

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

responsive to the praise and encouragement they receive. As a result, children gain confidence and their self-esteem is boosted.

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

Children are encouraged to develop healthy lifestyles and their physical development is promoted well. The childminder encourages children to be physically active and have plenty of fresh air. She provides regular opportunities for children to play in the garden, go for walks to the park, or to visit the local shops where they buy fresh fruit and vegetables. Children also take part in singing and enjoy modelling actions to songs and rhymes. The childminder works closely with parents to ensure children are provided with healthy options in their lunch boxes. She uses snack and meal times to chat with children about eating healthily and why they need to maintain a balanced diet. Children learn to become independent with their self-care skills, and the childminder teaches them the importance of basic hygiene. For example, she encourages children to wash their hands before eating and after using the toilet. As a result, children develop an awareness of their own personal

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

needs, and their growing need for independence is well promoted. The childminder helps children to learn about keeping themselves safe, through conversations and daily routines. She teaches them how to take small manageable risks, such as how to use equipment safely. As a result, children develop positive attitudes to managing risks and develop an awareness of how to keep themselves safe.

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provision

The childminder has a secure understanding of her role and responsibility to meet the Early Years Foundation Stage, safeguarding and welfare requirements. The childminder ensures she keeps up to date with child protection information and current procedures, by accessing regular training. As a result, the childminder has good knowledge and understanding of how to keep children safe and protected from harm. She is aware of the signs and symptoms which might cause her concern and understands the procedures she should follow should she need to report this to the relevant professionals. This includes the relevant procedure should an allegation be made against herself or family member. The childminder completes regular risk assessments and ongoing checks of her home, to help to promote and maintain children's safety and welfare. Detailed policies and procedures underpin the childminder's practice, for example, written procedures to be

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provision

followed in relation to complaints, and the safe use of mobile phones and digital cameras. This helps to create an environment where children feel safe and their health and well- being is well promoted. The childminder takes pride in her work and displays a commitment to provide the best possible care for children. She has a good knowledge of the learning and development requirements of the Early Years Foundation Stage. She completes well informed self- evaluation of the service and care she provides. She uses this information to reflect on the quality of her service and to identify her strengths and any possible weaknesses. For example, she has recently introduced parent questionnaires, as a means to further develop her partnership working. The childminder effectively monitors the learning and development of the children. She provides well-planned activities which offer children challenge and motivation to learn. As a result, children make good progress, and

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provision

thoroughly enjoy their time with her. The childminder is aware of the requirement to complete the progress check for children between the ages of two and three years. She confidently demonstrates good awareness of how to access additional support for children, if the need arises.

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provision

The childminder builds close links with other professionals. This enables her to share information with them effectively to support children as they move between their different places of care and learning. She regularly attends the local children's centre, where she meets with other childminders to network and share good practice. Parents are very complimentary about the care that the childminder provides. The childminder establishes a professional and caring relationship with families; this helps to ensure that children receive continuity in their care and learning needs. As a result, children are happy, confident and capable learners in the childminder's care.

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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 EY407072 Local authority Coventry Inspection number 874198 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 2

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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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