Childminder in Warwickshire

Inspection date

Previous inspection date 05/01/2015 26/11/2009

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early years provision

This inspection: 1 Previous inspection: 1 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 has an exceptional knowledge of each child's learning and development needs. She makes excellent use of accurate assessments of their progress to plan further activities that inspire them and incorporate their interests. This enables each child to make rapid progress in relation to their individual starting points and capabilities.  The childminder operates her childminding business exceptionally well. She is organised, enthusiastic and proactive in researching and incorporating different ways of working to benefit children who attend her setting. Her knowledge and understanding of safeguarding and the practices she has to keep children safe, are exemplary.  The childminder has an exceptionally good understanding of how to promote the health and safety of children in her care. This helps to make sure that all children are kept completely safe and well at all times.

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This provision is outstanding

 Children are exceptionally content and happy within the childminder's care. It is clear that they establish warm and trusting relationships with her and their behaviour is excellent.

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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 the childminder's interactions with children and observed activities in the playroom.

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Inspection activities

 The inspector held discussions with the childminder and children at appropriate times throughout the inspection.

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Inspection activities

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

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Inspection activities

 The inspector looked at the areas of the home that are used during childminding hours.

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Information about the setting

The childminder registered in 1992 and is on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Register. She lives in Rugby with her husband. The whole ground floor of the home is used for childminding. There is an enclosed garden available for outdoor play. The family has several chickens. There are currently four children on roll, all of whom are in the early years age group. Children attend for a variety of sessions. The childminder collects children from local schools and attends toddler groups on a regular basis. She operates Monday to Thursday, all year round, from 7am to 6pm. The childminder is a member of the local childminding network and is in receipt of funding for early education for two-, three- and four-year-olds. She holds a Montessori Teaching Diploma.

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

 accelerate children's development and learning even more by enhancing the already excellent observational systems, for example, by seeking ways to empower parents to contribute more easily to the process.

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who attend

Children make outstanding progress as they thrive and thoroughly enjoy their time in this exceptional, inspirational environment, where they receive superb support from the childminder. She has very good knowledge of the learning and development requirements, and is skilled in teaching children to learn through play. The childminder is very enthusiastic with the children and has excellent interaction with them as she joins in their play. For example, when children are playing with building bricks, the childminder introduces mathematical concepts. In addition, she provides an extensive range of mathematical resources to extend their counting and problem-solving skills. Children use multiplication beads, numerical rods and cylinder blocks to add, subtract and sort into sizes. Children show great skill and good coordination as they build towers with different sized coloured blocks. Young children make great strides in their development under the

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who attend

childminder's warm and attentive care. She demonstrates, through her practice, how training has benefitted the younger children. Through closely observing children, she notices patterns, or schemas, in the way they play. She uses this information to provide activities that help children explore different concepts, such as taking objects out of containers or lining them up. The childminder supports children to develop their language and communication skills by effectively engaging with them during play. For example, she responds to their vocalisations and chats enthusiastically to them as they explore and play. She often repeats simple words, which means that the young children hear new words regularly. For example, she shows them the emotions picture cards and clearly names them, and children join in as they make facial expressions.

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who attend

The children have comprehensive learning journeys that effectively document their progress towards the early learning goals. The childminder completes regular summaries of all children's attainment. She uses these to plan for every child, to ensure that they continue to make rapid progress and any gaps in learning are swiftly closed. As a consequence, children are extremely well prepared for the next stages in their learning, including school. The childminder is highly effective at observing and assessing children's rapid progress on a regular basis. She makes excellent use of guidance documents to track children's progress, to ensure they make exceptional progress in all areas of learning. These formal assessments are carried out for all children, in addition to the progress check for children aged between two and three years, which are all shared with parents regularly. The childminder encourages parents to view children's journals.

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who attend

However, there is scope to extend opportunities to encourage parents to fully contribute to their children's assessment records, through sharing their own observations from home.

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who attend

The children have exceptional opportunities to learn outside in the garden, across all areas of learning. The childminder plans varied activities which provide excellent opportunities to learn about the world around them. There are beds in the garden where the childminder and children plant, tend and harvest vegetables, such as potatoes, beans and lettuce. Children enjoy collecting fresh eggs from the chickens in the garden. As a result, they effectively learn how to care for living things and the environment. The childminder encourages the children to be curious. For example, children enjoy rummaging in the bowl covered with a cloth to find and explore the different contents the childminder adds regularly. Children make new discoveries, which interest them and inspire their imaginative play. They develop their language skills as they talk about the items they find and explore the features and textures of lemons, oranges, spoons, soft toys and other

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

The childminder has very effective procedures to ensure that children are well prepared for the next steps in their learning. Prior to starting with her, parents and children visit her, in order to share information and to begin to build positive relationships with the childminder and her family. Children are very happy, settle well and feel secure because of the well-established routines in place. Children display excellent behaviour and good attitudes to learning because of the strong bond and attachment they have with the childminder. In addition, their levels of independence and confidence are supported by her as she encourages them to do things for themselves. Children are encouraged to share and take turns as they play and to use their manners. Children learn that everything has a place and even young children are observed taking toys from the shelves and putting them back in the correct place. The childminder takes younger children with her when she

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

collects the older children from school and she has very close links with the local schools. This ensures children's move to school is smooth.

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

Children's safety is paramount and comprehensive risk assessments identify potential risks in the home and garden and when out, enabling the childminder to take effective steps to minimise them. Robust routines within the home for testing smoke alarms and practising the emergency evacuation procedure are treated as highly important. As a result, children understand the importance of keeping themselves safe and know they must stand by the bins in the garden when there is a fire drill. The childminder works closely with parents regarding children's care issues, such as toilet training and sleeping arrangements, to ensure consistency of care for the children. She gathers detailed information regarding children's care needs and routines, and as a result, children settle well. Children benefit from a nutritious diet as the childminder supplies them with healthy meals and snacks daily and ensures they have milk or water with their meals. The childminder supports

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

children to thoroughly wash their hands after using the toilet and before meals, and they have a very good understanding of why this is important. Children thrive in the outdoor environment with good use of the garden all year round to support their all-round development. They regularly go for walks in the community and local parks, where they use large play equipment.

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provision

Children's safety is central to all aspects of the childminder's practice. She demonstrates an excellent awareness of child protection issues and implements well-considered procedures to protect children from possible harm. She also demonstrates that she is fully vigilant with regard to children's safety, and the use of technology, telephones and cameras is carefully monitored. Consequently, clearly informed procedures protect children from harm very well. The childminder shares all procedures and information with parents regarding safeguarding procedures to ensure they fully understand her role in protecting children. The childminder makes sure she maintains extremely positive partnerships with parents and others involved in children's and learning, to help to ensure continuity and consistency in children's care. The childminder is a very experienced early years practitioner who is fully committed to her continued professional development. She is

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provision

highly proactive in seeking information, advice and training opportunities to further enhance her knowledge and skills and the excellent quality of the provision she offers.

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provision

The childminder's drive for improvement is underpinned by her exemplary reflective practice. She reviews aspects of her service, and maintains comprehensive action plans for further improvement. For example, she has identified further development of the outdoor provision to support children's healthy lifestyles. The childminder includes the views of parents and children in her self-evaluation. For example, she invites comments through detailed questionnaires, as well as closely mapping children's interests and activities, which are very successfully used to plan future learning. Parents are exceptionally happy with the childminder and they say that she provides an excellent learning and development environment. They also say the childminder offers a 'Perfect blend of safe space and quiet areas' and 'We have been the luckiest parents to have a superb continuity of a first class childminder for 11 years'. The childminder demonstrates an excellent

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provision

understanding of the learning and development requirements. Through her observations and reviews of each child's progress, it is clear that she is successful in planning appropriate activities that offer excellent, age-appropriate challenges for each unique child.

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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 201109 Local authority Warwickshire Inspection number 854279 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

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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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