Childminder in Staffordshire

Inspection date

Previous inspection date 12 May 2015 10 March 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

 The childminder focuses on children's interests and achievements, in order to provide enjoyable learning experiences. As a result, teaching is purposeful and children are motivated to learn through play.  Children develop a strong sense of belonging, as they form appropriate relationships with the childminder and each other. This reinforces children's self-confidence and emotional well-being, so that they feel safe and secure to investigate their environment.  The childminder successfully engages parents in extending their children's learning at home. Regular communication ensures that information is shared to promote continuity in children's care, learning and development.  The childminder has a good overview of children's needs. Her well-organised system for assessing children's development results in children being supported to make good progress from their starting points.  The childminder understands her responsibilities with regard to child protection. She is

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This provision is good

familiar with local safeguarding procedures, and is alert to signs that indicate that children may be at risk of abuse.  The childminder actively seeks ways to develop her knowledge and skills, in order to improve outcomes for children. She attends training and works closely with other local childcare professionals to share good practice.

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It is not yet outstanding because:

 Occasionally, the childminder does not give children the support they need to overcome difficulties or solve problems for themselves during some planned activities.  Children are not always able to see, or choose from, the available toys and resources, in order to lead their own play and learning.

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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

 help children to overcome the difficulties they encounter as they play, and to find possible solutions for themselves, for example, by making sure that relevant resources and adult support are readily available during planned activities  enrich opportunities for all children to make independent choices from toys and resources, for example, by using and displaying pictures and visual prompts to help them identify the choices that are available and ask for what they want.

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Inspection activities

 The inspector observed activities, speaking to children at appropriate times while they played.  The inspector discussed children's learning with the childminder following an activity.  The inspector spoke to the childminder about the daily routines and children's individual learning and development.  The inspector looked at policies, children's assessment records and a range of other documentation.  The inspector looked at evidence of self-evaluation, including the views of parents, contributed through documentation.  The inspector checked evidence of suitability of the childminder and all members of the household.

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who attend. This is good

The childminder is skilled in using descriptive language to promote children's early reading skills. When children play a picture matching game, they listen to, and repeat, the initial sound in words that they hear. The childminder acknowledges their achievements and extends the activity with appropriate levels of challenge. Consequently, children are able to recognise letters and name the sounds of some letters of the alphabet. Children learn positional language as they search for written numerals the childminder has hidden around her home. The childminder is skilled in promoting children's mathematical skills according to their level of development. As a result, toddlers learn new mathematical words and phrases, and older children recognise and match the written numerals with those the childminder has set out on a table. Children recall that they are going to make binoculars, so they can search for creatures when they go outdoors. The childminder

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who attend. This is good

provides resources and gives instructions. Nevertheless, children struggle to follow the instructions. They are not completely sure what binoculars look like and are not able to help themselves to scissors or different types of adhesive easily. As a result, when children encounter difficulties, they are not fully supported to keep trying or think of solutions.

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good

The childminder has taken practical steps to manage risks and hazards in her home. She shares her policies and procedures parents during the settling-in period. This means that important information and permissions are gained from parents, to promote individual children's health and safety. This includes how the childminder promotes healthy diets for children. As a result, children are safe in her home and parents are confident in her abilities. Toddlers come to the childminder for reassurance because they have a strong bond with her. They share their understanding of technology with the childminder, as they press buttons to hear sounds and make lights flash. Occasionally, children cannot make independent choices about what they play with. For example, toddlers, who are not yet able to talk, are not able to communicate what it is they would like to play with next. This is also because resources are not stored where children can see them and help

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good

themselves. Therefore, they do not always know about the choices that are available to them.

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provision is good

The childminder has developed strong relationships with other local settings children attend, in order to exchange important information with them. As a result, children benefit from a shared approach to their development and are well prepared for the next stage in their learning. The childminder uses various methods to reflect on her practice and further develop her work with children. For example, she offers ongoing guidance and support to her assistant, as they work side by side. The childminder seeks the opinions of parents and older children in questionnaires. She is appreciative of the feedback she receives and takes all reasonable steps to ensure that everyone's opinion is considered.

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Setting details

Unique reference number 209671 Local authority Staffordshire Inspection number 871207 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 14

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Name of provider

Date of previous inspection 10 March 2009

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Telephone number

The childminder was registered in 2000 and lives in Codsall, Wolverhampton. She operates all year round from 7.30am until 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder works with an assistant.

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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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