Childminder in Warwickshire

Inspection date

Previous inspection date 12/01/2015 09/12/2008

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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

 Children make good progress. This is because the childminder knows them well and successfully provides fun learning experiences that accurately reflect their individual interests and needs.  Children enjoy warm, caring relationships with the childminder, who effectively supports their emotional well-being.  Children are safe and well cared for because the childminder actively monitors all aspects of her provision. She successfully identifies and minimises potential risks, and has a secure knowledge and understanding of effective safeguarding procedures.  The childminder works successfully with parents and ensures they consistently receive information to effectively support children's care and learning at home.

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It is not yet outstanding because

 The childminder does not always help children learn even more about growth, nature and change by, for example, making good use of the garden.  The childminder has not fully considered ways to help all children successfully make choices and express their wishes about the toys that they wish to play with.

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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 viewed all areas used for childminding.  The inspector observed children engaged in a variety of activities.

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Inspection activities

 The inspector looked at a sample of policies, children's assessment records and planning documentation.  The inspector carried out a joint observation with the childminder.

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Inspection activities

 The inspector checked evidence of suitability for all household members and the childminder's assistant.

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Inspection activities

 The inspector viewed the childminder's self-evaluation form and comments recorded on questionnaires completed by parents.

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Information about the setting

The childminder was registered in 2006 and is on the Early Years Register and the compulsory part of the Childcare Register. She lives with her husband and two children in Nuneaton, Warwickshire. The childminder is registered to work with an assistant. The whole ground floor of the house and the rear garden are used for childminding. The family keeps tropical and marine fish as pets. The childminder attends a toddler group and visits the shops and park on a regular basis. There are currently nine children on roll, four of whom are in the early years age range and attend for a variety of sessions. The childminder operates all year round from 7am to 7pm, Monday to Friday, except bank holidays and family holidays. She provides funded early education for two-, three- and four-year-olds and 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:

 enhance the already good support for children's independence and their communication and language skills by, for example, introducing additional methods that help children to make choices and successfully communicate their wishes about the toys they wish to play with

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

 enhance children's learning outdoors by, for example, making better use of the garden to provide opportunities for children to explore and investigate nature, and to learn about growth and change.

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who attend

Children make good progress. This is because the childminder fully understands how they learn and successfully motivates and supports them to become active learners and effective communicators. She thoughtfully provides a wide range of learning experiences that she knows children enjoy and are interested in. For example, the childminder has assembled a collection of natural and man-made materials and objects for children to explore. This collection includes a toothbrush, sponges, a small hairbrush and an empty box that previously contained toothpaste. Babies use all of their senses to explore the objects. They respond with excitement and interest as they shake, touch and listen to the noises they are able to make with the objects. The childminder sits close by and introduces simple vocabulary, such as the names of the objects and words for different parts of the body. Consequently, children learn to explore and solve problems and their

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who attend

early communication and language skills are successfully fostered. The childminder has accumulated a comprehensive range of high-quality toys and resources. A good selection is stored within easy reach of children, for example, in low- level storage units and in toy boxes on the floor. Many of the toy boxes are labelled using words or are made of transparent plastic. Consequently, children's can make some choices about the resources they wish to play with. However, not all children can read and some toy boxes cannot easily be seen by the children. Also, children who are reluctant or unable to verbally express their wishes cannot easily make their views known. The childminder explains that she would like to take photographs of all her resources and then display them in a way that children could point to, or say what they would like. However, at present not all children can easily make choices and express their wishes about the

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who attend

The childminder provides children with a wide range of learning experiences that successfully prepare them for school and their future life. For example, children of all ages regularly participate in lots of creative activities and through these experiences develop strength and dexterity in their finger muscles. They practise using scissors sensibly and experiment with shape, colour and size. Children regularly play outside in the childminder's garden and enjoy easy access to climbing apparatus, wheeled toys and a range of balls. Consequently, children learn to move in different ways, develop ball skills, and gain increased balance and coordination. The childminder takes children on lots of outings, for example, to the local park, and draws their attention to the impact of the changing seasons and the many shapes, letters and numbers in the environment. Children have planted and tended some vegetables and fruit in the childminder's garden, and have

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who attend

watched tadpoles, collected from a local pond, grow and change. Nevertheless, these types of activities are not organised on a regular basis and the children do not play in the garden very often during the winter months. Consequently, some opportunities for children to learn about growth and change while playing outdoors are not fully exploited.

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who attend

The childminder knows the children in her care well. Before they are left in her care for the first time, the childminder asks parents to share what they know about their children. This includes information about what their children enjoy, know and can do, and whether they have any concerns about their children's progress. This enables the childminder to quickly identify children's individual starting points, and to plan experiences that motivate children and accurately reflect their needs. On an ongoing basis, the childminder closely observes children during their play and routines, and regularly tracks each child's progress. She shares what she discovers with parents and talks to them about where their children need to move on next in their learning. She suggests some learning activities that parents and their children can do together at home, and encourages parents to tell her about important events and activities in children's home lives. This effective two-way

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who attend

communication between the childminder and parents successfully supports children's learning and development needs.

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

Children show by their actions and comments that they feel very happy, safe and secure in the childminder's care. Babies babble happily as they play and confidently explore their environment, knowing that the childminder is nearby should they need reassurance or support. The childminder has a very kind and caring nature and works hard to help new children settle. She talks to their parents about home routines and any comfort items that children may have. She also obtains and records comprehensive information about children's progress, health needs and any dietary requirements. This approach helps new children adjust to change and supports a consistent approach to children's ongoing care and learning. The childminder works in partnership with parents to support children due to move on to other childcare settings or school. For instance, the childminder and parents talk to children about what to expect, read relevant stories and actively encourage

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

children's growing independence. Consequently, children are reassured and successfully prepared for change.

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

The childminder is a positive role model for children. She speaks to others respectfully and acts kindly. The childminder effectively uses a range of positive methods to encourage children's good behaviour. For example, she praises their good behaviour and makes sure that parents are fully aware of their efforts and achievements. The childminder shares her house rules and behaviour management policy with parents. Consequently, they know and fully understand her behaviour management methods and her expectations. Outings to community groups provide children with good opportunities to mix with other children and adults, and help to develop their social skills. They learn to share and take turns in their play and develop confidence around unfamiliar people and environments. As a result, children are well prepared for school, as they learn how to manage their emotions and behave in acceptable ways.

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

Children develop a good knowledge and understanding of the benefits of a healthy lifestyle. This is because the childminder frequently talks to them about food that is considered good or bad for their health and the benefits of regular exercise. Food provided by parents is prepared and stored appropriately, and children's specific health and dietary needs and allergies are well documented and clearly understood by the childminder. She works closely with parents to ensure consistency of care for children. For example, she and parents discuss the methods they use to manage children's behaviour and how they intend to help babies learn to chew and swallow a variety of foods. Children benefit from the childminder's strong commitment to keeping the premises safe. She conducts thorough risk assessments and successfully minimises risks to children through the use of a variety of safety equipment, such as cupboard locks and safety gates. The

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

childminder routinely teaches children about safety and risk as part of their play and conversations. For example, children learn to act sensibly and take calculated risks as they play on climbing equipment in the childminder's garden. On outings, children learn about road safety and the childminder talks to them about why they need to stay within her sight at all times. Consequently, children's welfare and safety are successfully promoted.

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provision

The childminder has a good knowledge and understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. She ensures that all required information is obtained from parents and is clear about the documentation she must keep. The childminder takes all necessary steps to ensure that children are kept safe and well. For example, children are not left unsupervised with people who have not been suitably vetted and they are only released into the care of authorised individuals. The childminder has received some safeguarding training and confidently describes many of the possible indicators of abuse. She knows the correct procedures to follow in the event of any child- protection concerns and has a clear safeguarding policy that supports her practice. Written policies are shared with parents and the childminder's assistant, and communication between everyone involved in children's care and education is good. The childminder

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provision

routinely monitors and reviews her assistant's practice and leads by example. Consequently, children are safeguarded and everyone is clear about their individual and collective roles and responsibilities.

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provision

The childminder is constantly reviewing her childminding provision and shows a clear understanding of her strengths and priorities for improvement. She reflects on the learning experiences she plans and provides, and effectively tracks children's progress to identify any gaps in their learning and development. Since her last inspection, the childminder has made a number of improvements. For example, she has improved the way that she assesses risks to children and has developed better ways of recording the information necessary to complete the required progress for children aged between two and three years. The childminder continues to improve her knowledge through training, researching ideas on the internet and meeting with other childminders. She cascades knowledge and information to her assistant, and training is effectively used to develop practice and improve information available to parents. This has a positive impact on outcomes for

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provision

children. Consequently, the childminder demonstrates a good capacity for continual improvement.

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provision

The childminder has forged very positive relationships with parents. She ensures that they are successfully informed through everyday discussions, completing daily diaries for some of the younger children, and by sharing children's progress records. In addition, there is a wealth of information for parents to view or take away, for example, about safety issues, her insurance details and the experiences that she provides for children. Parents rate the provision very highly and comments recorded on questionnaires completed by them include 'This is not just a job to her' and 'I feel that she always has all the best interests of children as her primary focus'. The childminder is well aware of the importance of effective communication between everyone involved in children's care and education. She has established good links with other childcare practitioners, local nurseries and schools and knows where to go should she require any additional support or advice. Consequently,

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provision

children's well-being and progress are effectively supported.

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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 EY334301 Local authority Warwickshire Inspection number 873284 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 12 Number of children on roll 9

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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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