Childminder in Worcestershire

Inspection date

Previous inspection date 5 May 2015 Not applicable

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This inspection: Good 2

Previous inspection: Not applicable 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

 Children benefit from a broad range of activities that they engage with both indoors and outside. The childminder makes good use of a balance of child-initiated and adult- led play. Consequently, children make good progress.  The childminder makes use of all available space on her ground floor, to provide children with a variety of easily accessible resources. Therefore, children are confident to explore, and motivated are to make their own choices about what they want to do.  Children are kept safe from harm. The childminder has accessed safeguarding training and is looking to renew this to ensure her knowledge is refreshed. As a result, she is confident about the correct procedures to follow should she have any concerns about a child's welfare, and demonstrates she knows how to act without delay.  The childminder is warm, friendly and approachable. Children form close bonds with her and are eager to involve her in their play. They seek her comfort, reassurance and

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This provision is good

help as required. Therefore, children feel safe, secure and happy at the childminder's house.  Children behave well. The childminder models her behaviour expectations. She offers simple boundaries to very young children. She encourages them to take early responsibility by looking after the resources within her home.

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It is not yet outstanding because:

 The childminder does not make the most of her partnerships with parents, in order to maximise children's learning. Detailed information about children's learning and care needs are not always requested at the start of a placement.  The childminder has not looked closely at the quality of her general practices and her teaching, in order to identify ways to achieve consistently outstanding practice.

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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

 engage parents in sharing more detailed information about their children's learning and care needs when their children first start, and use this information to plan precise activities to help children make the best possible progress from the outset  deepen the evaluation of the setting, for example, by looking at the quality of both general practices and teaching more closely, in order to raise the overall standards to outstanding.

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Inspection activities

 The inspector observed teaching practice and conducted a joint observation with the childminder.  The inspector viewed the areas used for childminding, and held discussions with the childminder throughout the inspection.  The inspector looked at the documents available, including the children's learning records, risk assessments, policies and procedures.  The inspector checked evidence of the suitability of the childminder and her qualifications, and discussed her methods for self-evaluation.  The inspector sought the parents' views from written comments available.

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who attend. This is good

The quality of teaching is consistently good. The childminder checks children's progress regularly. Using this information she is able to clearly see where children can benefit from additional support or challenge. The childminder plans and provides an exciting range of activities for children. For example, based on children's interest in animals, the childminder plans an activity to promote children communication and language skills using the play farm. She takes the opportunity to talk to children about farm animals, and asks them questions to improve their listening and attention skills. Children are keen to engage and demonstrate a high level of understanding when giving their responses. The childminder works in partnership with parents and other professionals. As these relationships develop they promote continuity in children's learning, and ensure their care needs are met. However, the childminder does not make the most of discussions with parents when

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who attend. This is good

children first start, to find out about what children already know and can do in great detail. Therefore, she is not yet able to promote children's learning and care needs, from the outset at an outstanding level.

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good

The childminder helps children to become emotionally ready for the next stage in their learning. She encourages them to be independent from an early age. She promotes children's self-care skills, by teaching them to use the toilet and dress themselves. She also promotes their social skills, by taking them to larger groups to mix with others of their own age, so they learn to share and negotiate. Children's physical skills are well promoted. The childminder gives children opportunities to practise their skills in moving in different ways, both within her home and by using larger equipment at the local park. She gives children plenty of opportunities to develop their coordination using smaller equipment, such as tools for being creative, or spades for digging in the garden. The childminder makes use of supporting documentation, such as her risk assessments and polices, to monitor the environment and minimise hazards to children. Therefore, children are well

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provision is good

The childminder fully understands her responsibility to meet the requirements of the Early Years Foundation Stage. She keeps her necessary qualifications, such as first-aid training up to date. She also seeks to improve her current knowledge and skills. She proactively uses the internet as a research tool to support her practice. The childminder also works closely with her early years improvement advisor. This approach ensures her practice is good. The childminder evaluates the setting and sets herself targets to work towards. This includes recognising the need to strengthen her partnerships with parents. The childminder is looking at completing the Ofsted self-evaluation form online, and is keen to deepen the evaluation of the setting. However, as yet she has not successfully used her evaluation to identify how to raise the overall standards of the setting to outstanding.

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Setting details

Unique reference number EY437976 Local authority Worcestershire Inspection number 954017 Type of provision Childminder Registration category Childminder Age range of children 0 - 5 Total number of places 6 Number of children on roll 1

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Name of provider

Date of previous inspection Not applicable

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Telephone number

The childminder was registered in 2011. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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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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