Childminder in Derbyshire

Inspection date

Previous inspection date 04/09/2012 Not Applicable

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early years provision

This inspection: 3 Previous inspection: Not Applicable 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 Children are relaxed, happy and secure in the setting as the childminder creates a warm and welcoming feel to the home and ensures that she follows children's individual care routines.  An effective key person system means that children develop close relationships and secure attachments with the individual childminders at the setting.  Children behave well and the childminder provides clear messages of what is expected of them. They are developing good relationships with their peers and the childminder encourages children to respect and help each other, share and take turns  The childminder has a sound understanding of how to promote the health and safety of the children in her care. She has taken positive steps to minimise potential hazards to keep children safe and maintains all of the required policies and procedures.

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It is not yet good because

 The childminder is not fully confident in how to extend children's play during everyday routines and spontaneous activities. Therefore, she misses opportunities to enhance their learning and development at these times.  The childminder undertakes appropriate planning for individual children's next steps. However, she does not make full use of the resources, space and equipment available, in order to ensure that this is implemented consistently.  The childminder has forged positive relationships with parents, however, systems are not yet fully established, in order for sufficient information about how learning can be shared at home to be exchanged.

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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 2016  more frequently where Ofsted identifies a need to do so, for example where provision was previously judged as 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 for inspection 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  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

 Observations - the inspector spoke with and observed the childminder at appropriate times throughout the inspection

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Inspection activities

 Documentation viewed - the inspector looked at children's learning journeys, planning documentation, the childminder's self-evaluation form and a selection of policies and children's records.

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Information about the setting

The childminder was registered in 2011. She works alongside another childminder at her home in a village called Shirebrook in Derbyshire. The ground floor is used for childminding. There is an enclosed garden available for outside play. The childminder is able to take and collect children from local schools and pre-schools. The childminder is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. There are currently eight children attending in this age group. Children attend on a full- and part-time basis. She also offers care to children over five to 11 years. The childminder supports children with special educational needs and/or disabilities. She is a member of the National Childminding Association.

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

 review systems for planning to ensure that resources, space and equipment are used effectively, in order to provide a well-supported and stimulating environment

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

 develop the educational programme by making full use of everyday routines and unplanned activities as a positive play and learning opportunity for children

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

 develop current strategies with regard to partnership with parents, in order to develop a two-way flow of information about children's learning and development and how this can be shared at home.

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who attend

The childminder has a sound knowledge of the seven areas of learning and provides a range of activities that in the main capture children's individual interests and abilities. Children have access to a sufficient number of age-appropriate toys and resources within the identified play space and enjoy a good balance of adult-led and child-initiated activities. Children's early communication is promoted because the childminder talks to them about everyday routines and what they are doing as they play. For example, as a young child manipulates rattles, the childminder talks about the sound that they make. Also she talks animatedly about what the child has been doing. However, the childminder does not always seize the opportunity to engage children's natural curiosity and share their experiences as much as she could. For example, when a child returned from another setting. The childminder's interaction with the child was minimal and a carrot picked from

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who attend

the allotment and the child's experience of this was given little acknowledgement. Children have good access to a broad selection of books and mark-making materials and use them appropriately as they play. For example, looking through travel brochures, they make 'notes' of where they would like to go on holiday.

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who attend

Children are encouraged to count during activities, such as when counting and sorting small figures into groups of different colours and size. Their success is acknowledged and celebrated by the childminder, giving the child a sense of achievement. Babies and toddlers learn much from watching the older children. They are aware and careful not to let the younger children pick up toys that will be too small and dangerous. Young children respond positively to the childminder with big smiles, when they see and hear her voice. She ensures that they can move freely and safely in the play space and enthusiastically acknowledges when a young child starting to crawl manages to successfully navigate their way towards her.

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who attend

The childminder has prepared individual learning journeys for children, which gives details of what they can do and need to do next. A combination of pictorial and written records provides a document of the time they have spent with the childminder and this feeds into plans of activities for individual children. However, the childminder does not then fully utilise the resources, space and equipment that she has available at the setting, in order to ensure that this is implemented effectively. The childminder is aware of the requirements for the progress check at age two years and has begun to prepare systems to enable her to do this appropriately.

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

Children have warm and positive relationships with the childminder, are familiar with the routines and are confident in the environment. Consequently, they feel settled and enjoy the time they spend with her. The childminder ensures that she takes time to find out all of the relevant information from parents about children's individual routines and care needs. For example, she knows when babies are ready for their bottles and they respond to her non-verbal and verbal communication and enjoy the cuddles and close contact when they wake from their sleep.

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

Children are well behaved because they feel secure and understand what is expected of them. For example, taking their shoes before entering the playroom and the rules to ensure their safety when using the trampoline. The childminder acts as a positive role model to children, treating them with consideration and respect and consistent praise and encouragement is offered. Consequently, children's confidence and self-esteem are effectively promoted. Relationships between adults and children are positive and older children demonstrate care and consideration for those younger than themselves. For example, two children engage in a game of football and the older child sensitively offers support and guidance to the younger child about 'the best way to kick the ball'.

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

Children have some opportunities to develop self-care skills, such as going to the toilet independently and putting on their own shoes, however, this is not consistent. This is because the childminder does not always embrace opportunities for children to do this during other everyday routines, such as meal times. For example, children have their dinner served for them with little opportunity to make independent choices. Also young children do not have access to the relevant utensils, in order for them to practise feeding themselves. Healthy lifestyles are appropriately promoted as the childminder provides a balance of meals and snacks freshly prepared on the premises and children have daily opportunities to be physically active in the garden.

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provision

The childminder works very well with her co-childminder and together, the commitment to improving the service they provide is strong. She has completed a written self-evaluation, which identifies areas of strength and those requiring further development. She has regularly accessed training and support from the local authority, in order to update her knowledge and understanding. Resources are regularly reviewed and supplemented, in order to fill the gaps identified by herself and co-childminder.

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provision

The childminder's knowledge of safeguarding and welfare requirements is secure. Children's safety is effectively promoted and a broad range of policies and procedures underpin the childminder's practice. However, the childminder is less confident with the learning and development requirements, particularly with regard to the use of resources and in her responses to unplanned learning opportunities during everyday routines and events.

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provision

The childminder has forged positive relationships with parents and regularly shares information about children's routines and care needs. Initial meetings with parents ensure that she has all of the relevant information needed to support children, which includes their likes, interests and what they can do at home. However, systems to ensure that this two-way communication continues are less robust. Relationships with other providers delivering the Early Years Foundation Stage where children are attending are in place, which promotes the continuity of care and aids transition from one setting to the next.

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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 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

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Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not Met The provision has no children on roll. 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 EY440206 Local authority Derbyshire Inspection number 784022 Type of provision Childminder Registration category Childminder Age range of children 1 - 4 Total number of places 0 Number of children on roll 8

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Name of provider

Date of previous inspection Not applicable

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Telephone number

set out in the guidance ‘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 that are usually their 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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