Childminder in Stoke-on-Trent

Inspection date

Previous inspection date 10/12/2014 12/03/2009

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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 has a good understanding of safeguarding issues and how to respond if she has concerns. As a result, children are kept safe.  Partnerships with parents are effective. This means parents' views are valued and that they are involved in their children's care and development.  The childminder has formed warm, friendly relationships with the children in her care. Consequently, all children are happy and settled to play and learn.  The childminder has a good knowledge of the learning and development requirements of the Early Years Foundation Stage. Therefore, children make good progress in their learning and development.

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It is not yet outstanding because

 Children are not always supported to have their own ideas and choose how to do things, particularly during creative activities.

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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 kitchen, lounge and outside.

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Inspection activities

 The inspector conducted a joint observation and discussed practice with the childminder.  The inspector looked at children's assessment records and planning documentation.

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Inspection activities

 The inspector checked evidence of the suitability of the childminder and the adults who live in her home, and the childminder's self-evaluation and improvement plan.

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Inspection activities

 The inspector took account of the views of parents and carers provided in written documentation.

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Information about the setting

The childminder was registered in 1990 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and adult child in Burslem, Stoke-on-Trent. The whole ground floor of the house, the first floor bathroom and a bedroom are used for childminding. There is a fully enclosed garden for outdoor play. The family has a dog and a cat. The childminder visits the shops, toddler groups and parks on a regular basis. She collects children from the local schools and pre- schools. There are currently eight 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.

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

 provide more opportunities for children to think of their own ideas and decide how to carry them out, particularly during craft activities by, for example, providing resources that children can select and explore independently.

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who attend

The childminder has a good knowledge of the learning and development requirements of the Early Years Foundation Stage. She provides a rich learning environment which supports children to make good progress in their learning. This means that children are interested, engaged and ready to play and learn. For example, young children readily explore the play kitchen, utensils and food as they transport these resources into the cupboards, practising their language skills as they learn to play imaginatively.

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who attend

The childminder's teaching is good. She liaises with parents when children first join the setting, getting to know them and to establish children's starting points and interests. The childminder makes good observations and assessment of children's learning. She uses this information to plan activities and experiences suitable for their stage of development. Therefore, children make good progress in their learning a development. Children's understanding of the world is well promoted through regular visits to park. The children learn about nature, increase their vocabulary and learn about their local environment. The childminder supports children's communication and language development by role modelling language, encouraging children to repeat new vocabulary and using different questioning techniques. The childminder encourages children by praising them for their efforts, and as a result, they are motivated to keep trying, building high levels of self-

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who attend

esteem and confidence to continue to learn. The childminder supports children to become creative. She provides children with different materials and media, such as glue sticks, collage materials and stickers, which children enjoy. However, they are not able to think creatively for themselves, having their own ideas or deciding how to carry them out, because the childminder selects resources for them and tells them how to use them.

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who attend

The childminder establishes positive relationships with all parents and involves them in their children's learning. She talks to parents and shares information about the children at the end of the day. The children's experiences are widened and they learn to feel comfortable and make friends in larger groups because they attend playgroups twice a week with the childminder.

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

The childminder provides a warm and welcoming home environment. She settles children into her home by gaining information from parents regarding their care and emotional requirements. This means that children settle quickly because the move from home into the childminder's care is managed smoothly. The childminder shares caring and affectionate interactions with children and provides them with emotional reassurance. For example, she responds to children by offering reassurance and cuddles when they feel insecure. The childminder is positive and offers lots of praise to develop children's self- esteem. This helps them to feel good about what they do. As a result, children are emotionally supported in making progress in their learning and development.

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

Children are well behaved and well mannered. This is because the childminder is a good role model. She is polite and demonstrates good manners so children learn from her example. She sets clear boundaries for behaviour and offers explanations of why there are rules. For example, she supports children to share toys and play together. This means that children learn how to respect each other, be kind and play fairly.

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

Children are supported well to be healthy. The childminder provides children balanced meals and healthy snacks. For example, they are offered a varied choice of fruit at snack times. Children have an opportunity to get fresh air while playing outdoors and building their physical skills as they use wheeled vehicles and slides. They visit play parks where there is an opportunity to play on large apparatus. Children challenge themselves and learn to take risks by, for example, climbing the steps on large play equipment. Children use their whole bodies indoors by taking part in singing games, such as the hokey-cokey game, when they practise both their balancing and language skills. Good hygiene is promoted as children are encouraged to wash their hands before eating, in order to kill germs. Children are supported to be independent, to manage their personal hygiene and to develop self-help skills. The childminder adopts good practice herself by using

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

antibacterial spray on her hands after helping children to clean their noses. This helps to reduce the risk of cross-infection. The childminder works closely in partnership with parents to help children develop their skills. For example, they implement joint strategies to support young children to feed themselves so they benefit from a consistent approach.

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provision

The childminder has a good understanding of how to meet the safeguarding and welfare requirements of the Early Years Foundation Stage. She has recently updated her safeguarding knowledge by attending a training course and has a good knowledge and understanding of child-protection issues. She has undertaken a safeguarding audit to ensure that she meets requirements and has addressed any areas for improvement identified in a timely manner. The childminder is confident in how to respond if she has any concerns regarding a child's welfare. The childminder has a secure policy for keeping children safe when they use the internet. For example, she restricts children's access by installing software to prevent them from viewing inappropriate material. The policy also provides clear guidance on the safe use of mobile phones and cameras. All members of the household have been checked to establish their suitability to be with children. The

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provision

childminder undertakes risk assessments of play areas, equipment and outings. This helps her to identify and minimise hazards to children. For example, the childminder prevents them from having contact with family pets, so children are kept safe.

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provision

The childminder monitors the educational programmes to ensure children make good progress in their learning. She recognises when progress is not as expected because she knows the children well and has a good understanding of child development. Consequently, children are well supported to ensure that any gaps in their learning are addressed so they quickly catch up. The childminder establishes positive relationships with parents. For example, she shares information at the beginning and end of the day and passes on information regarding children's care routines. Parents are provided with a regular summary of their children's development, and parents and the childminder work well to support children's progress. She understands the importance of developing positive relationships with other professionals involved in supporting children's care and development.

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provision

The childminder evaluates her practice and she seeks the views of parents, other professionals and children to help her in this. This means that the childminder has an understanding of her strengths and weaknesses and she recognises the need to continue to evaluate her practice to identify area of improvements. Action taken is well targeted to bring about improvement in outcomes for children. The childminder takes positive steps to improve her own knowledge and skills, so she can continue to support children effectively. For example, recently completed training on effective observation and assessment has resulted in her having a better understanding of children's progress, which means she is better able to meet children's learning needs.

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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 224598 Local authority Stoke on Trent Inspection number 864334 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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