Moore, Julie Diane

Inspection date

Previous inspection date 10/12/2014 27/08/2009

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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

 Children's safety is given the utmost priority by the childminder. She has a good knowledge and understanding of how to effectively safeguard children. This is underpinned with a detailed range of policies and procedures. As a result, children's safety and welfare are supported.  The quality of teaching is good. Children enjoy a wide variety of interesting, challenging activities that take account of the starting points in their learning, interests and individual learning needs. As a result, children make good progress in their development.  The childminder uses her observations of children's learning to identify and plan for their next steps in development. As a result, children are motivated and engaged in their learning.  Children are very happy and content in the childminder's home. The childminder works closely with parents to ensure that children are quickly settled into her provision. She

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This provision is good

establishes secure bonds with children and promotes their emotional well-being very well.

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It is not yet outstanding because

 There is capacity to develop the range of activities to support children's early literacy skills in order to fully maximise this aspect of their development

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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 looked at the areas of the home used for childminding.

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Inspection activities

 The inspector discussed children's learning and progress with the childminder and viewed children's records, including observations and assessment files.

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Inspection activities

 The inspector checked evidence of the childminder's suitability, qualifications and her policies and procedures, including safeguarding, risk assessments, accident and medication records.

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Inspection activities

 The inspector spoke to the childminder and children at appropriate times during the inspection.  The inspector took account of the views of parents spoken to on the day.

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Information about the setting

The childminder was registered in 2009 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children in Stafford. The whole of the ground floor is used for childminding. Children have access to an enclosed garden. The childminder collects children from local schools. There are currently seven children on roll, five of whom are in the early years age range. Children attend for a variety of sessions. The childminder receives funding for the provision of free early education for two-, three- and four-year-olds. She supports children with special educational needs and/or disabilities. The childminder operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. She has obtained Early Years Professional status and holds an appropriate childcare qualification at level 6.

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

 enhance children's ability to develop their early literacy skills by, for example, introducing more rhyming and rhythmic activities.

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who attend

Children make very good progress with the childminder because she is astute in helping children to become active learners, play and explore and create and think critically. She uses her good knowledge and understanding of the Early Years Foundation Stage to support children and to teach them about all areas of learning. In particular, she supports their communication and language development very well. She listens attentively to what children have to say and responds with interesting questions to develop children's critical thinking skills. The childminder and children enjoy these conversations and talk about a wide range of subjects. Children are observant of their surroundings and ask the childminder about things of interest to them. Children are keen learners and ask lots of questions. The childminder is proficient at promoting children's development in preparation for the future learning. They are mostly confident communicators and are

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who attend

developing their independence as, for example, they are encouraged to dress themselves and tend to their personal needs. This strong focus on these important areas of children's learning means that children are acquiring the necessary skills and attributes required for their next stage of learning, such as the move to school.

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who attend

The childminder provides children with a very good balance of adult-led and child-initiated activities. She constantly thinks about how she can provide children with further interest and challenge. For example, she introduces new ways of using paint by including glue spreaders as opposed to the ordinary paintbrushes. Children enjoy this and comment that 'it feels different'. They experiment mixing colours and paint pictures of their friends. The childminder supports their learning very well through well-planned activities and spontaneous play. As a result, children make really good progress in their learning. However, the childminder does not always provide a wide range of activities to support children's early literacy skills, for example, by providing rhyming and rhythmic activities.

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who attend

The systems in place to monitor children's learning and development are firmly embedded. The childminder obtains information from parents on entry so that she can plan activities that children will enjoy. Children's starting points are quickly identified and their next steps in learning are established and planned for. The childminder carries out regular and detailed observations of children to continually monitor their progress. Parents are given opportunities to view these records every term so that they are kept well informed of their children's achievements. The childminder understands how to complete the progress check for children aged between two and three years. She ensures that this is completed in a timely manner so that it can be shared with parents and health visitors to support children's development. Parents receive lots of verbal communication about their children's learning through daily discussions. She compiles a newsletter once a month to inform

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who attend

parents of forthcoming events and to share information about children's experiences. Children who attend more than one setting are supported well because the childminder works effectively in partnership with other professionals to ensure that relevant information is shared and that children benefit from complementary experiences in each setting.

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

Children are very happy and content in the childminder's company. They are well behaved and considerate to the needs of others. The childminder explains to children when there will be visitors present, and why they will be there, so they continue to feel safe and secure. Children are confident to talk to visitors and involve them in their play. This shows how they are emotionally secure around new adults and that they are developing their personal, social and emotional skills very well. Parents comment that their children are very happy with the childminder and they are pleased with the care offered. The childminder works closely with parents to ensure that children are quickly settled into her provision. This promotes children's emotional well-being. Children are polite and well mannered, because the childminder acts as a good role model.

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

The childminder collects children from local nurseries and schools. She talks to teachers about children's progress so that she can provide continuity of care and support for children. Children discuss the morning activities at the nursery with the childminder and they talk about daily routines and their feelings about these. The childminder maximises opportunities like this to prepare children emotionally for their next stage in learning. The childminder's home is warm and welcoming and provides children with a good range of age-appropriate resources. The garden is furnished with a good variety of outdoor equipment and toys. Children have regular access to this and enjoy engaging in physical exercise and outdoor play. Children's independence is promoted through daily routines and activities. The childminder gives them every opportunity to develop this and their ability to tend to their personal needs. For example, the childminder explains to the children about peeling their own

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

oranges at snack time. She models this to the children and then allows them to focus on completing this by independently. Children use small steps to stand up to the sink when they wash their hands. They begin to become aware of managing their own safety in doing this and are closely supervised by the childminder. She reminds them to sit properly when eating and to be careful not to fall off chairs. This helps to keep children safe and teaches them how accidents can be avoided. Children are confident to ask for food and drinks and the childminder responds to these requests. This means that children's health and well-being are suitably promoted.

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provision

The childminder has a good knowledge and understanding of how to effectively safeguard children. She is aware of the different types of abuse and of the action to take if she has a concern about a child's welfare. She prevents the inappropriate use of mobile phones and cameras in her home and provides parents and visitors with friendly reminders of this. The childminder is aware of the need to inform Ofsted of any significant events that relate to the children. She carries out detailed risk assessments of her home and outings and supplements these with daily visual checks. As a result, children's safety and welfare are promoted well.

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provision

The childminder has successfully addressed the previous recommendations from her last inspection. She has established good links with other providers to ensure that children are fully supported when attending two settings. Children have opportunities to learn about different cultures and ways of life and have daily access to resources that depict this. This shows that the childminder is committed to improving her provision so that children are offered good-quality learning experiences. The self-evaluation form is regularly updated so that the childminder is able to identify her strengths and areas to improve. Parents' views are sought through questionnaires so that they can be involved in the self-evaluation process. The childminder monitors the quality of her provision and practice well. She has linked up with other local childminders so that they can discuss areas of good practice and share ideas to improve their provisions. The childminder monitors the quality of the

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provision

educational programmes effectively, to ensure that children make consistently good progress in their learning. Her observations and assessments are precise, so she can quickly identify and address any emerging gaps in children's learning.

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provision

Partnerships with parents, other providers and professionals are well established. The childminder recognises the importance of engaging and sharing information with them so that children can be provided with continuity in their care and learning. This means that children's progress is supported well at home and in the childminder's provision. As a result, children continue to make good progress in their learning.

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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 EY388122 Local authority Staffordshire Inspection number 859086 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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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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