Ryall Carol

Inspection date

Previous inspection date 4 February 2015 13 March 2009

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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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The contribution of the early years provision to the well-being of children Requires improvement The effectiveness of the leadership and management of the early years provision Requires improvement The setting does not meet legal requirements for early years settings

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This provision requires improvement. It is not yet good because:

 The childminder's understanding of the safeguarding and welfare requirements is not fully secure. This is with regard to the number of children that may be cared for at any one time. On this occasion, the breach of requirement has had no significant impact on children's safety and well-being.  The childminder does not always fully support children's mathematical skills because she does not always create enough opportunities for children to use number labels in a purposeful context.

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It has the following strengths

 The childminder works in partnership with parents to complete accurate assessments of children's achievements. She uses this information well to identify and support children's next steps in learning. As a result, children are supported to make good progress in their learning and development.  The childminder effectively encourages and supports children to make choices and do as much as they can for themselves. Consequently, children develop good levels of independence and confidence, which helps them to get ready for starting school.  Children benefit from continuity in their care and learning because the childminder develops effective partnerships with parents and other settings children attend.  The childminder keeps children safe and secure at all times. Children learn about safety, good hygiene skills and healthy eating through daily routines.  The childminder seeks and responds to parents' and children's views. She attends

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It has the following strengths

events to keep herself up-to-date with educational initiatives. She uses this information to evaluate and improve the quality of her practice and the service provided.

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What the setting needs to do to improve further

To meet the requirements of the Early Years Foundation Stage the provider must:

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What the setting needs to do to improve further

 gain a better understanding of the requirements regarding the maximum number of children that may be care for at any one time.

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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

 enhance opportunities for children to develop their mathematical skills by creating more ways for children to use number labels in a purposeful context.

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Inspection activities

 The inspector observed activities in the childminder's home.  The inspector spoke to the childminder and children at appropriate times during the inspection.  The inspector looked at children's records and a range of other documentation, including suitability checks, policies and procedures.

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who attend. This is good

The childminder provides a range of activities to stimulate and challenge children's learning. These cover the seven areas of learning, and are based on their interests, experiences and abilities. Children become familiar and learn about the nature around them. For example, they experiment by leaving water in trays outdoors to see the effects of the freezing weather. The childminder effectively supports children's communication and language skills. She constantly gets them to think and talk about what they are seeing and doing. As children complete jigsaws, the childminder encourages them to recall and use previous successful strategies, such as joining all the straight edges first. Children's enjoyment in storytelling is stimulated through visits to the local forests to re-create their favourite story. At story time children learn to hear and say the initial sounds in words. They show high levels of confidence as they look at the book and count correctly the

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who attend. This is good

items of food the caterpillar has eaten. Children continue this learning independently as they look at and talk about the letters and shapes that are displayed on posters. Children see and learn to use print and picture labels in a purposeful context, such as using the printed labels on toy storage boxes to help them tidy away. However, there are less opportunities for children to see and use number labels in the same purposeful way.

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requires improvement

The childminder's does not have a secure enough understanding about number of children she may care for at any one time. This means that on occasions the childminder is less able to make sure a good level of focus is given to each child's needs. Nevertheless, children are settled and enjoy taking an active part in daily routines and tasks. They independently get changed into their uniform ready for nursery school, which helps prepare them emotionally for the move to nursery. Nursery school children develop good levels of consideration for younger children and they make strong friendships with their peers. All children are effectively supported to learn to share, take turns and play cooperatively. The childminder understands the value of outdoor play. Children benefit from lots of opportunities to learn and become active outdoors.

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provision requires improvement

The childminder does not make sure she cares for the correct number of children at any one time. However, her knowledge of other legal requirements is secure, including how to protect children from harm. She understands the possible signs of abuse and she knows what to do if she was to have a concern about a child in her care. Children are cared for in a safe and secure environment. The childminder works effectively in partnership with parents and other settings to identify and meet children's individual needs. Parents are provided with accurate and detailed information about the good progress their children are making, which helps to supports learning at home.

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Setting details

Unique reference number 255745 Local authority Dudley Inspection number 871586 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 13 March 2009

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Telephone number

The childminder has been registered since 1988. She lives in the Cradley area of Halesowen. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a childcare qualification at level 3.

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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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