Childminder in Leicestershire

Inspection date

Previous inspection date 12/10/2012 Not Applicable

p.1

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 2 The effectiveness of the leadership and management of the early years provision 3

p.1

This provision is satisfactory

 The childminder meets the safeguarding and welfare requirements well. She has assessed the risks to children on the premises and on outings and minimised these so children can move around and play in a safe and secure environment.  Children's personal and emotional development is well supported as the childminder provides a caring and loving environment. They settle quickly and enjoy their time at the setting.  Children have access to a varied range of toys and activities which promote their development across all seven areas of learning. This enables them to become keen and active learners.  Children benefit from regular opportunities to be outdoors and enjoy fresh air and exercise.

p.1

It is not yet good because

 The childminder has not completed a local authority approved childminder training course.  The childminder is not reflecting on her practice and has no system for self-evaluation.  Parents and carers are not fully engaged in the assessment process and kept up-to- date with their child's progress and development.

p.1

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.

p.2

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.

p.2

Inspection activities

 The inspector conducted a tour of the premises during the inspection.  The inspector observed children's activities and routines indoors.  The inspector discussed children's individual progress with the childminder.  The inspector looked at children's assessment records and planning documentation.  The inspector checked evidence of suitability and qualifications of the childminder.

p.2

Information about the setting

The childminder was registered in 2012. She lives with her partner and one child aged one year in Anstey, Leicestershire. The whole of the ground floor and two bedrooms and bathroom facilities on the first floor are used for childminding. There is a fully enclosed garden available for outside play. The childminder is able to take and collect children from local schools and pre-schools. The setting operates from 7.30am until 5.30pm. The family has a pet dog and a cat. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. There are currently three children on roll, all of whom are in the early years age range. The childminder also offers care to children over five years.

p.2

Information about the setting

The childminder is a member of the National Childminding Association.

p.3

must:

 complete a local authority approved childminder training course.

p.3

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

 develop a system for self-evaluation so that areas for improvement are brought together, prioritised and closely monitored

p.3

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

 engage parents in their children's development and learning in the setting and at home, for example, share the information gathered in learning profiles on a regular basis and include parents in identifying and sharing next steps.

p.3

who attend

The childminder appropriately supports children's development in all areas of learning. She has devised a system to identify children's level of achievement and to plan for their next steps. The childminder has begun to complete clear and accurate observations of children as they play to show what they can do, and uses the 'Developmental Matters' guidance to help guide her planning and inform children's individual learning plans. The childminder continues to develop her understanding of the prime and specific areas of learning and provides a range of interesting activities and experiences that cover all areas. She is aware of the need to complete a two year progress check for children to highlight their stage of development.

p.3

who attend

Children enjoy using a wide range of good quality toys, they are suitable for their age and stage of development and organised so they can help themselves. This promotes independence because they can make decisions about what to play with. The environment is child friendly as indoor space is arranged so children can move around freely and the childminder ensures children have uninterrupted time to play and explore.

p.3

who attend

The childminder knows how to motivate and engage children. She gives her full attention as they play and ensure the toys available stimulate children's interests. For example, programmable toys are provided for young children to help develop their communication and language skills. The childminder sits with them as they explore the buttons and press each one to produce pictures and sounds. She encourages them to listen and distinguish between the different sounds and repeat what they hear. The childminder helps children when they are trying to do something. For instance, showing them how to turn a truck around when it becomes stuck at a wall. She then leaves them to play without taking over, so when it happens again they can solve the problem for themselves.

p.4

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

The childminder demonstrates a good understanding of children's emotional needs and provides plenty of reassurance to help them settle. She enables children to form secure attachments because they receive warm and loving attention from her. They learn how to build relationships with other children and play harmoniously alongside each other. Children soon develop a good sense of belonging and confidence; this helps them enjoy their time at the setting.

p.4

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

Settling in sessions are organised at the beginning so children can get to know the childminder well and feel secure. Parents are encouraged to share what they know about their children so their needs can be identified and met effectively. The childminder has a good understanding of how children develop and has realistic expectations of behaviour. She provides a positive role model and liaises closely with parents to ensure her behaviour management strategies are consistent. Children's good behaviour is affirmed and praised with a well done and a cuddle.

p.4

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

The childminder gives a high priority to children's safety and well-being. Written risk assessments are completed and daily visual checks carried out to ensure her home is safe and secure. She has a fire evacuation plan and this is practised with children, this helps them develop an understanding of safety. In addition, they learn how to keep safe when out and about with the childminder, for instance, they hold her hand and look and listen for cars before crossing the road. These measures have a positive impact on children's well-being.

p.4

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

Young children begin to develop independence skills and learn how to manage their personal needs, such as, when and how to wash their hands. Healthy eating is supported as parents provide a packed lunch and the childminder offers fresh fruit at snack time. Drinks are freely available. Children have regular opportunities to be active outdoors in the rear garden and enjoy the daily routine of taking a short walk each morning, the exercise and fresh air is of benefit. This also helps children develop an understanding of healthy lifestyles.

p.4

provision

The childminder has a suitable understanding of safeguarding procedures and knows how to protect children in her care. She understands what documentation is required and this is in place and maintained. She has a range of policies and procedures to underpin her practice and these are made available to parents. The childminder has enrolled online to undertake the local authority approved childminder training course but this has not been completed within the required timescale. This has minimal impact on children as the childminder has prior knowledge and experience as a childcare practitioner. Although she demonstrates a desire to improve through training and has some ideas on how she can develop her practice, there is no self-evaluation system in place to show how she appraises and monitors this to ensure the best possible outcomes for children.

p.5

provision

The childminder is aware of the importance of working closely with parents and other settings to share information and meet children's needs. Communication systems are developing with local schools; she talks to the teacher to find out what children are learning and looks at the topics board on display. The childminder complements children's learning in school, for example, helping them to gather leaves and stones to take to school when the topic is about gardens. The childminder provides a scrap book for each school child,showing the activities they enjoy at her setting and has examples of their drawings and writing. Younger children have learning and development profiles of which parents are aware, any information they provide at the beginning about their child's development is also included. However, since their implementation parents have not read through them or contributed their views and comments. This limits the ways in which they

p.5

provision

can be involved and share in their child's learning at home.

p.5

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

p.5

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.

p.5

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.

p.6

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.

p.6

Setting details

Unique reference number EY442464 Local authority Leicestershire Inspection number 795719 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 3

p.6

Name of provider

Date of previous inspection Not applicable

p.6

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.

p.7

Type of provision

For the purposes of this inspection the following definitions apply:

p.7

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.

p.7

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.

p.7

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.

p.7

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,

p.7

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’.

p.8

Type of provision

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

p.8