Childminder in Shropshire

Inspection date

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

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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 provides a good range of activities that promote children's learning. Consequently, children make good progress towards the early learning goals.  The childminder effectively considers the views of all stakeholders in order to enhance the service he provides. There are strong partnerships with parents, other providers and schools. Consequently, systems to support children's move to school are good.  Children develop strong emotional attachments with the childminder because he makes them feel safe and secure. Consequently children behave well and their resilience is high.  The childminder checks all indoor and outdoor areas of the premises before the children arrive. He has a strong understanding about how to safeguard all children in his care.

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It is not yet outstanding because

 The childminder does not always extend children's already good speaking skills as far as possible by, for example, using a good balance of questioning techniques.  The childminder does not always use spontaneous opportunities to build fully on children's developing number recognition skills.

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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 looked at 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 discussed the provision with him.

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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 2002 and is on the Early Years Register and the compulsory part of the Childcare Register. He lives with his wife who is also his 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 garden room 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. He collects children from the local schools and pre-schools. There are currently ten children on roll, four 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 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:

 build further on children's speaking skills by, for example, using a wider range of questioning techniques to stimulate conversation

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

 make further use of spontaneous opportunities to build on children's number recognition skills by, for example, referring to numbers in the environment as they play.

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who attend

The childminder demonstrates a good understanding of the Early Years Foundation Stage learning and development requirements. As a result, teaching is strong and children are effectively supported to progress across all seven areas of their learning and development. The childminder makes sure that the information gained from parents includes children's previous learning. Consequently, starting points are securely identified. As a result, children's progress towards the early learning goals is good from the outset. The childminder provides a good range of resources and activities both indoors and outdoors that support children's ever changing interests over time. For instance, as children settle to play with the moulding dough, the childminder demonstrates how to use the modelling knife. He explains how to use this safely, so that children are safe while being able to take risks in their play and are enabled to have a go. The childminder provides a narrative as

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who attend

children play, 'that's it, you can do it, keep pressing', which encourages children's can-do attitude. Children acknowledge their own achievements as they say 'I did it' showing great pride in their creations. This supports children's creativity alongside their personal, social and emotional development. However, the childminder does not consistently use a range of questioning techniques, to prompt children's full participation in conversation, and build on their good speaking skills. Children explore a range of computer programmes that encourage their interests in shapes and colours. This also encourages their interest in information communication and technology. Children's play areas are rich in print, including numbers that are displayed in various ways. However, the childminder does not always make good use of these resources to refer to spontaneously as children play. Consequently, some opportunities to build further on children's number recognition skills

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who attend

The childminder takes children on a range of outings to places of interest. This includes visiting the castle where children learn about the local history of the place they live. Their interest in history is further enhanced as they visit the village museum. Here, they learn how to use old money to buy scones and candles made on site. This learning is further supported as children go for rides on steam trains and talk about how transport has changed over time. This encourages children's exploration of the world around them in current and past times. Children also enjoy visits where they can wander through the woods with the childminder, notice the changing seasons and collect twigs and leaves to take back to look at more closely. Here, children can run around in the fresh air and be physically exuberant. Children's imagination is further enhanced as they play pirates in the garden climbing up the ladder to the top of the wooden playhouse and using the slide to

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who attend

get down again. This supports children's physical development and allows them to take risks in their play under the close supervision of the childminder. To extend their physical development further children like to chase one another round giggling as they ride their trikes and cars. Resources and equipment in both the indoor and outdoor areas are easily accessible to all children. Consequently, they make their own choices about what they want to do and where they want to play. Children help themselves to books, which are fully accessible on a low rack. They like to look with their friends at their favourite character books, chatting about the pictures they see. This fosters children's interest in literacy. As a result of such activities, children become independent and effectively foster the skills they need for the next phase in their learning, such as their move to school.

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who attend

Regular observation and assessment of children's development is undertaken. Furthermore, planning makes sure that children's needs and interests are met and that there are clear and challenging next steps in their learning and development. The childminder encourages parents to add comments to their children's learning journal documents, which helps to support their awareness of how to support their child's learning at home. Additionally, the childminder discusses with parents of toddlers the most suitable time to complete the progress check between the ages of two and three years. This progress check provides parents with a clear picture of their child's progress. This also helps them to understand and support any areas where additional intervention may be needed. Consequently, this, and the two-way exchange of information, fosters positive partnerships with all parents and makes sure all children's needs are identified and fully

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

The childminder effectively fosters close emotional attachments with all children in his care. He is warm and caring and supports children's interests through positive interaction with them as they play. Consequently, children are happy, behave well and build good levels of resilience over time. The childminder provides good levels of meaningful praise throughout the day. He makes sure that children's art work is displayed around their play areas, which helps develop their sense of belonging to the setting. The childminder supports children's learning by reminding them about sharing with their friends and taking turns with the resources. As a result, children's emotional development is effectively fostered and they show a high regard for one another as they play. Children's friendships are built upon over time because the childminder is encouraging and is also a positive role model. Relationships between the childminder and other providers is strong.

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

Consequently, children settle into their next setting or school smoothly.

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

The childminder fosters children's learning about a healthy lifestyle. For example, he talks to the children about how the food they eat helps to build strong muscles and bones. This makes sure that the messages children are given about a healthy diet are positive and consistent. The childminder provides a range of healthy fruits and carbohydrates for snack times. Drinking water is accessible to them at all times throughout the day. Before eating and after toileting the children know to wash the germs off their hands and do so independently. Children are able to move freely between the indoor and outdoor areas as they wish. The childminder takes children on regular visits to the local parks and soft play barns. This provides opportunities for children to challenge themselves and take appropriate risks on bigger equipment. The childminder talks to the children during their outings about how to keep safe and how to cross the road. This helps children learn about

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provision

Children's safety and well-being is a priority within the setting. The childminder has a very good understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. For example, he has completed safeguarding children training. As a result, he is fully aware of what to do and who to contact should he have any concerns about a child in his care. Additionally, the childminder makes sure that the suitability of all persons to work with children is effectively checked. Children are kept safe because the childminder checks all indoor and outdoor areas before children arrive. All outings off the premises are also risk assessed and children are closely supervised at all times.

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provision

The childminder monitors the children's educational programmes. As a result, this has a positive impact on children's learning and development. The childminder works each day with his wife who is his co-childminder. As a result of his co-childminder's high level of qualifications and experience, he is able to observe her excellent practice in order to improve and reflect on his own practice over time. Occasionally, they both work with one of their two, part-time assistants. Systems to make sure assistants receive good coaching within the setting are very good and have a positive impact on children's learning and development. The self-evaluation process is good and includes both childminders, their assistants, the parents and the children. There is a continuing, targeted programme for further improvement. As a result, all children on roll benefit from the consistently improving provision.

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provision

Partnerships between the childminder, the parents and other providers, including school, are strong. The childminder shares two-way information about the children's learning and development so that all parties are working together to identify and meet the children's needs. The childminder, his co-childminder and the assistants are all involved in developing the policies and procedures of the setting in order to keep children safe. These are kept up to date and are made available to the parents so they are clear about the running of the provision. Areas within the setting display an array of information. This is to make sure that parents are fully aware of the Early Years Foundation Stage requirements and how their child learns and develops within the setting.

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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 EY101908 Local authority Shropshire Inspection number 869601 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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