Stevens Sharon

Inspection date

Previous inspection date 17/12/2014 01/06/2009

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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 how children learn through play. She provides a wide range of activities and experiences to promote children's learning. She supports children effectively to ensure that they make good progress.  The childminder builds good relationships with children and successfully promotes their personal, social and emotional development. Consequently, children are happy, settled, secure and well-behaved.  Children are kept safe because the childminder is fully aware of her responsibilities to protect them from harm. She successfully identifies and minimises potential risks to children.  The childminder develops good partnerships with parents to enable frequent sharing of information. This effectively promotes a consistent approach towards children's care and learning.

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It is not yet outstanding because

 On occasion, adult-led craft activities are not always well matched to young children's capabilities and become heavily supported by the childminder. This means that children's own creativity and artistic development is not fully maximised.

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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 had a tour of the premises with the childminder.  The inspector observed activities as children played in the childminder's home.

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Inspection activities

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

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Inspection activities

 The inspector checked evidence of the childminder's qualifications and training, and suitability for all adults in the household.

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Inspection activities

 The inspector spoke with the childminder and the children at appropriate times throughout the inspection.  The inspector took account of the views of parents.

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Information about the setting

The childminder was registered in 1996 and is on the Early Years Register and the compulsory part of the Childcare Register. She lives with her husband and adult child in a house in Rugby, Warwickshire. The whole of the ground floor, bedrooms on the first floor and the rear garden are used for childminding. The family has a cat as a pet. The childminder attends daily toddler groups, soft play sessions and activities at local children's centres. She visits parks and farms regularly. She is able to walk or transport children to and from local schools and pre-schools. There are currently six children on roll, all of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except bank holidays and family holidays. 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:

 consider ways to ensure that adult-led activities are flexible enough to allow for children's individual creativity.

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who attend

The childminder has a good understanding of the learning and development requirements of the Early Years Foundation Stage. The quality of her teaching is good. She understands how young children learn through exploratory and sensory play. She provides a very wide range of good quality toys and resources to promote children's learning across the seven areas. She gives children rich and varied opportunities to use their senses as they investigate and explore materials, such as shaving foam, mud, sand, paint, hay and wood shavings. There is a good balance between adult-led activities and opportunities for children to play, explore and lead their own learning. Occasionally however, seasonal adult-led craft activities are not always well matched to young children's capabilities and the childminder steps in to finish a product for them. This means that children's own creativity and artistic development is not fully maximised. Nevertheless, the childminder

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who attend

usually supports young children well in their learning and she is very responsive towards children's interests and ideas. For instance, when she noticed that a baby was touching a pop-up tunnel that was not in use, she responded to the baby's non-verbal request by tidying away other resources and putting out the tunnel and an accompanying tent. The baby then enjoyed crawling in and out of the tunnel. The childminder effectively supports young children's development of communication and language skills through everyday routines and planned activities. For example, by naming objects and colours, by narrating what she and the children are doing, and by listening to what children say and repeating their language back to them. By employing these strategies, the childminder provides a good language model for young children to follow as they are learning to talk.

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who attend

Before she begins looking after children, the childminder obtains information from parents about what their children like and can do. She uses this information and her own observations to identify children's starting points and next steps for learning. She gets to know children very well and understands their individual personalities, interests and needs. She plans opportunities and activities that support children to make progress in line with expected developmental milestones. As a result, children make good progress and gain the skills that they need to be ready for the next stage in their learning.

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who attend

The childminder develops very good relationships with children and their families. She talks with parents daily to share information and also provides parents with a daily written report about their child's day in her care. Parents receive a monthly newsletter with photographs and information about children's activities and learning during the month. Twice yearly, the childminder shares a written progress summary with parents, giving them opportunities to add their own comments about how they feel their child is progressing. The childminder also completes the progress check for children between the ages of two and three. Her assessments of children's development provide relevant information for parents and for partner professionals who monitor children's progress, for example, the health visitor. This effectively promotes a consistent approach towards children's care and learning.

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

The childminder ensures that her home is warm and welcoming for children and their parents. Settling-in arrangements are agreed with parents so that they are tailored to parents' wishes and children's individual needs. This supports children's emotional security and, consequently, children are well-settled, develop good relationships with the childminder and enjoy their time in her home. The childminder gives high priority to children's personal, social and emotional development. Children have good opportunities to choose and select resources for themselves. The childminder teaches children to share, take turns and be good friends with one another. She is a good role model and gives clear guidance for children about what is acceptable behaviour. She reinforces children's positive behaviour with praise and encouragement, which raises their self-esteem. As a result, children are happy and behave very well, given their young ages and stages of

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

Children's good health is well promoted as the childminder provides healthy and nutritious meals and snacks. She encourages children to try different vegetables and to extend the variety of foods that they will eat. The childminder follows good hygiene procedures to ensure that children's health is assured. Young children's personal care skills develop as they learn to feed themselves and wipe their own hands after eating or messy play. Children have opportunities to develop physical skills as they use a variety of equipment. For example, as they use push-along walkers, visit soft-play areas and play in the garden or visit local parks. Young children learn to keep themselves safe, for instance, as they climb on or off the sofa. The childminder provides daily opportunities for children to socialise with a wider circle of children and adults. For example, as they attend drop-in sessions at local children's

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

centres and various toddler groups. This enables children to develop confidence as they become familiar with different environments and situations, supported by the strong, secure attachment that they have with their childminder. Consequently, children become emotionally well-prepared for their move on to other early years settings, and for starting school.

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provision

The childminder has a good understanding of the safeguarding and welfare requirements. She ensures that her safeguarding knowledge is kept up to date and is fully aware of her responsibilities with regard to protecting children. She knows what procedures to follow should she have concerns about the welfare of a child in her care. The childminder ensures that her home and garden are safe and secure, for example, by making a daily check before children arrive. She holds a current paediatric first aid certificate, which means that she is well-prepared to support children in the event of an accident or emergency. Consequently, children are effectively protected and kept safe from harm.

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provision

The childminder is highly organised. She manages the business side of her provision well to ensure that all documents, policies and records are kept up to date. She makes sure that the security of her setting and of the children is maintained. The childminder successfully monitors the educational programmes. She has high expectations for all children and offers them effective support to ensure that they make good progress. In order to review and continuously improve her practice, the childminder attends relevant training courses. For example, she has recently completed a level 3 qualification in Early Learning and Child Care. She makes sure that she keeps abreast of changes and new guidelines for early years settings so that she can monitor and adapt her practice accordingly.

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provision

The childminder regularly invites parents to review and evaluate her service and provision. She welcomes suggestions for improvements and parents' views are valued as part of her self-evaluation of her own practice. Partnerships with parents are good. Parents share very positive views on the childminder and her provision. For example, parents report that they have noticed 'a big difference' in children's 'social and physical development' since being in her care. They comment that she is 'a superb childminder' who 'is very professional but also makes everyone feel welcome'. The childminder has well-established links with other local childminders in order to discuss and share best practice. She has built effective relationships with practitioners in other settings, such as pre-schools and schools. This enables her to work with them to support children as they move on to the next stage in their learning and fosters continuity of care and learning for children.

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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 201675 Local authority Warwickshire Inspection number 871052 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 6

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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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