Childminder in Staffordshire

Inspection date

Previous inspection date 2 February 2015 12 February 2009

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This inspection: Good 2

Previous inspection: Good 2 How well the early years provision meets the needs of the range of children who attend Good 2

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This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

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This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

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This inspection: Good 2

The setting meets legal requirements for early years settings

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This provision is good

 Teaching is good as the childminder has an effective, structured approach to assessing children's achievements. Consequently, children's stage of development is easily determined and regularly shared with parents. As a result, teaching is tailored to ensure children make good progress.  Children develop strong emotional attachments with the childminder. This helps them to feel secure and confident to express their ideas and feelings and to feel good about themselves.  Children are safeguarded because the childminder has a robust knowledge and understanding of her role in the prevention, or early identification, of abuse and neglect.  The childminder has a range of effective procedures and policies, which support children's health, safety and well-being. Risk assessments are thoroughly conducted and identify aspects of the environment that pose a risk to children and how the risk will be removed or minimised to keep them safe.

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It is not yet outstanding because:

 Children who move on to schools out of the area are not always well supported to cope with the changes ahead.  Children are not always well supported to build further on their good early reading and writing skills.

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What the setting needs to do to improve further

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

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What the setting needs to do to improve further

 provide more activities and experiences to help children who are moving on to schools outside the local area to prepare for the changes ahead, such as, by showing them the school's website or photographs of the buildings and teachers  build further on children's emerging early reading and writing skills by, for example, providing more opportunities to write for a purpose and to say and hear the sounds letters make.

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Inspection activities

 The inspector observed activities in the childminder's home and viewed the garden.  The inspector held discussions with the childminder and conducted a joint review of an activity with her.  The inspector looked at children's observation and assessment records and planning documentation.  The inspector checked evidence of the childminder's suitability, training and qualifications, and the childminder's self-evaluation and improvement plan.  The inspector took into account the views of children spoken to on the day and acknowledged a range of written statements from parents.

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who attend. This is good

The childminder offers a good range of interesting and challenging activities. For example, children learn about the country of Australia, thereby developing their understanding of the world. The childminder helps children to achieve new skills, for example they are supported when they use scissors as they cut out their Australian flags. She skilfully uses open questions that require children to give fuller answers and to draw on a wider range of vocabulary. The physical skills needed for writing are refined as children paint the koala bears they are making. Children are encouraged to explore and follow their own ideas. For example, they decide to make handprints. However, the childminder provides fewer opportunities to model writing for a purpose or draw attention to the sounds letters make. Consequently, children's good early reading and writing skills are not built upon fully. Nevertheless, the childminder supports children well so that they develop the skills they

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good

Children's emotional security is initially addressed well because a good settling-in procedure is implemented and agreed with parents. There are good procedures for emotionally preparing children to move into school, which include reading stories to the children about starting school. There are visits to the local school to familiarise children with the school environment. This is particularly helpful for the majority of children who will attend this school. As a result, these children are extremely well prepared. However, children who are leaving to attend schools further away are not as well prepared because the childminder does not provide opportunities for them to become familiar with their new environment. Strategies for managing children's behaviour include positive reinforcement in order to promote their self-esteem. The childminder promotes children's healthy diet and lifestyle by making sure they receive a nutritious diet and daily opportunities for fresh

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good

air and exercise. Children take risks in their play as they use the climbing and balancing equipment in the garden and visit the local parks and soft-play venues.

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provision is good

The childminder's childcare qualification has helped her to effectively implement all the Early Years Foundation Stage requirements. The childminder monitors the educational programme as she uses suitable guidance to benchmark children's achievements. Any areas of learning that children fall behind with are quickly identified and set as a focus. The childminder develops strong partnerships with parents from the outset. Daily discussions, sharing of children's daily diaries and children's assessment folders makes sure information is regularly shared with parents. The childminder regularly attends the local authority forum meetings. This is an opportunity to link with other childminders and the local authority worker to receive information about the Early Years Foundation Stage. Consequently, the self-evaluation to monitor her progress and identify targets for ongoing improvements is robust.

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Setting details

Unique reference number EY317919 Local authority Staffordshire Inspection number 856848 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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Name of provider

Date of previous inspection 12 February 2009

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Telephone number

The childminder registered in 2006. The provision operates all year round, from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3. She provides funded early education for two-, three- and four-year-old children.

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Telephone number

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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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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, safeguarding and child protection.

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Telephone number

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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Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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