Forsyth Carol Anne

Inspection date

Previous inspection date 16/12/2014 18/02/2009

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early years provision

This inspection: 1 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 Teaching is outstanding because the childminder makes excellent use of accurate assessments of children's progress. Information is used to plan activities that enable children to achieve exceptionally well given their starting points and capabilities.  The childminder develops excellent partnerships with parents, carers and other providers. This two-way communication ensures all parties work collaboratively to ensure children's needs are exceptionally well met.  The childminder develops very close emotional attachments with the children. Consequently, children behave exceptionally well, have high levels of resilliance and show a high regard for one another.  The self-evaluation process includes all stakeholders. The improvements bring about highly successful outcomes for all children. Coaching and support provided to assistants enhances their performance.  Risk assessment and the implementation of all policies and procedures effectively

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This provision is outstanding

ensures children's safety is of the highest priority.

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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 compulsory part 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 scrutinised a range of documents, including attendance registers, risk assessments, self-evaluation records, the childminder's improvement plan and evidence of suitability and qualifications.

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Inspection activities

 The inspector observed activities in the indoor and outdoor play areas and checked other indoor areas used by the children.

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Inspection activities

 The inspector conducted a joint observation with the childminder and held meetings with the childminder at various times throughout the inspection.

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Inspection activities

 The inspector took account of the views of children and parents spoken to on the day and acknowledged a range of recorded statements.

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Information about the setting

The childminder was registered in 2000 and is on the Early Years Register and the compulsory part of the Childcare Register. She lives with her husband who is also her co- childminder. They both work with part-time assistants, who are their grown-up children, in a house in Shrewsbury, Shropshire. The whole of the house and a fully fitted playroom in the garden are used for childminding. The childminder is registered to provide overnight care. The family has two dogs as pets. The childminder attends a toddler group and takes children to the local park each day. She collects children from the local schools and pre- schools. There are currently ten children on roll, five of whom are in the early years age group and they attend for a variety of sessions. The childminder operates all year round from 7.30am to 6.30pm, Monday to Friday, except bank holidays and family holidays. The childminder holds a recognised early years qualification at level 6 and holds Early Years

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Information about the setting

Practitioner status. She 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:

 maximise opportunities for children to develop their already excellent imaginary play even further, for example, by extending the range of interesting and challenging resources provided in the mud kitchen, so that their opportunities for investigation and discovery are even further enhanced.

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who attend

The childminder has an exceptionally high level of knowledge and understanding about the learning and development requirements of the Early Years Foundation Stage. From the start, she makes sure information about children's starting points includes their care as well as any previous learning at home and with other providers. This, and secure observation and assessment, make sure the childminder identifies each child's developmental pathway and identifies clear and challenging next steps in their learning. The childminder demonstrates she has the highest expectations for the children she cares for. As a result, all children are provided with consistently high levels of teaching which ensures their successful progress towards the early learning goals.

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who attend

The childminder skilfully utilises all indoor and outdoor space, resources and equipment to facilitate high levels of active learning for children. She uses her expert knowledge and enthusiasm to provide rich opportunities for children's exploration. For example, children like to play in the garden as they explore the mud kitchen. Here, they use high levels of imagination to mix concoctions of sand, coloured and scented water and nearby herbs they have grown themselves. Children use real metal and wooden kitchen tools and pans to mix their ingredients. They add these to the play microwave and talk about the potions they have made. Children show high levels of engagement as they ask their friends what potions they are making. The childminder supports children's communication and language exceptionally well during such times. For instance, she expertly uses open-ended questions to extend their vocabulary, imagination and critical-thinking skills as they play.

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who attend

She uses questions such as "What might happen next?" This helps to support children's individual learning styles and engages their interest exceptionally well. Consequently, children become engrossed in their play and extend their imagination and investigation skills very well. The well-equipped outdoor areas also provide excellent opportunities for children to develop their physical skills. For example, children climb, balance, ride their wheeled toys, play ball and chase games and run around in the fresh air with exuberance.

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who attend

The childminder makes excellent use of children's self-initiated play times as she weaves in mathematics during a variety of play experiences. For instance, children like to play creatively with the cut and glue activities and resources. During such times, the childminder encourages their high level of knowledge about mathematical concepts as she asks them about size, shape and colour as they play. As children count how many stars they have stuck on their Christmas picture the childminder encourages them seek out the same number displayed in the environment. Children confidently identify the magnetic number six on the fridge. Following this, children talk about how this can sometimes be a number nine, as they independently turn it round and round and giggle at their discovery. This shows the childminder's excellent understanding of how to enhance children's learning during their spontaneous creative play times. The childminder significantly

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who attend

enhances children's understanding of the world as she takes them on a range of exciting outings that build on their interests. This includes, visiting the local farm. Here, children like to hold small animals such as guinea pigs and chicks and find out how to milk a cow under close supervision of the childminder. Children also learn about different animals as they talk about the alpacas and enjoy talks by professionals about where they come from. The childminder also takes children on visits where they can learn about historical events. For example, children visit the local air base, where they learn about the history of aeroplanes, tanks and old motorbikes. They collect pictures and talk about these back at the setting with their friends and the childminder, which furthers their interest about historical events. Children's interest in science is fostered very well as they visit the science museum. Here, they experiment with different pulleys as they explore cause and

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who attend

effect and look at the different levels of water that are created to make dams. This effectively enhances children's fascinations and exploration of the world around them. Children's interest in books is also enhanced through outings. For example, as they visit a wonderland park, they excitedly look for their favourite nursery rhyme book characters and talk about them with their friends. This helps children to engage further with their favourite books back at the setting. Children enjoy using tools such as paint brushes and pencils to create their own pictures. Consequently, children's interest in literacy is very well enhanced. As a result, children are gaining a high level of the skills they need to move on to the next phase of their learning, including school.

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who attend

There are excellent partnerships between the childminder, parents and other providers which ensure the highest level of input by all parties. The childminder holds discussions with parents of toddlers, to identify the most suitable time to provide a comprehensive summary of their child's learning and development. This is done in time for their progress check between the ages of two and three years. This progress check provides parents with a clear picture about their child's progress. This also helps them to understand and support any areas where additional intervention may be needed. As a result, positive partnerships are fostered and children's needs are exceptionally well-met.

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

The childminder fosters the highest level of emotional attachments with the children she cares for. This is because she is warm, caring and provides children with lots of time and attention. She is also very skilled in helping children to develop their independence and exploration. Children are supported by the childminder because she is a positive role model. She uses frequent praise and encouragement throughout the day. As a result, children are extremely well behaved, develop high self-esteem and have a secure sense of belonging to the setting. Children begin to be aware of their own personal safety and well- being. For example, the childminder talks to them about road safety and includes them in the evacuation procedures of the setting. This is further enhanced through stories and regular discussions with the children. Children embed their learning as they act out various characters during their role play activities as they dress up as police and fire officers.

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

Consequently, children learn how to stay safe. There is a variety of positive impacts on children's healthy lifestyles within the setting. For example, there are high levels of cleanliness within the setting to ensure children's health and well-being. Additionally, children are provided with healthy snacks each day and talk with one another and the childminder about a healthy diet. Additionally, children spend much of their day in the outdoors because there is a 'butcher' strip curtain across the door which allows them to play freely where they wish. Children take in the fresh air regardless of the weather and use an extensive range of fixed and transportable equipment to ensure high levels of physical exercise throughout the day. This makes sure their healthy lifestyle is exceptionally well fostered over time. As a result, children are able to take risks in their play while being closely supervised by the childminder.

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

There are exceptionally good strategies in place to help children settle when they start. For example, parents can stay to settle their child for as long as they need to ensure their child's needs are met. When children are ready to move on to their next setting or school the childminder and parents share their knowledge about the individual child. This ensures that they are fully supported and that the move is as smooth as possible. Communications between the setting, other providers and schools are exemplary. Consequently, all parties are highly involved and contribute to the identification of children's needs. This ensures that any gaps in children's learning are closed. As a result, children become significantly ready for the next phase in their learning and school.

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provision

The childminder's expert knowledge and understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage actively contribute to children's safety and well-being. For example, she ensures a high level of security and supervises children closely at all times. Additionally, risk assessments are carried out each morning to make sure all areas indoors and outdoors are safe before the children arrive. The childminder undertakes regular training on safeguarding children and has a high level of awareness of the possible signs and symptoms of abuse. She is fully aware of what to do and who to contact should there be any concerns about a child in her care. The childminder updates the policies and procedures of the setting in conjunction with her co-childminder and their assistants. These are made freely available to the parents so that they have a high level of awareness about how the setting operates. Consequently, the safety and well-being of

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provision

Children's assessment and the educational programmes are successfully monitored by the highly qualified childminder. She tracks children's learning and development to ensure children's interests and needs are identified and their learning and developmental pathway is highly fostered. As a result, children progress exceptionally well. The childminder works closely with her husband who is her co-childminder. Additionally, they work with their grown children who are their occasional assistants. The childminder is a positive role model, provides coaching and cascades her underpinning knowledge to all adults working at the setting. She makes sure that supervision systems are implemented so that practice by all adults within the setting continues to improve significantly over time. As a result, children thrive, build confidence and thereby benefit exceptionally well from attending the setting. The childminder has gained further qualifications since her last inspection which

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provision

has had a highly positive impact on the teaching and learning within the setting. For example, she has gained a level 6 qualification and Early Years Professional status. This has helped her to make further improvements over time so that the children receive the highest level of care and learning. There is a continuing, targeted programme for the professional development of all persons working at the setting. The self-evaluation processes in place are robust and actively include the childminder, her co-childminder, the assistants and the parents and their children. Areas for continuous improvement significantly benefit all children in attendance. Partnerships with parents and other providers and professionals including the local school are excellent. For instance, the childminder visits the children's school and shares two-way information about the child's needs and interests to ensure high levels of consistency and continuity.

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provision

There is a broad range of displays showing parents how the activities support children's progression towards the early learning goals. This helps parents to understand how their child learns and progresses at all levels. As a result, children's progress is highly successful. The childminder regularly attends the local support network. This is an opportunity to link with other early years professionals to receive details of professional development opportunities, advice and information about the Early Years Foundation Stage.

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The Childcare Register

The requirements for the compulsory 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 510180 Local authority Shropshire Inspection number 869405 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 12 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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