Childminder in Leicester

Inspection date

Previous inspection date 23/10/2012 02/12/2008

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early years provision

This inspection: 3 Previous inspection: 3 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

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This provision is satisfactory

 Children develop close bonds with the childminder, helping them to feel secure and welcome in her home.  Regular discussion with parents and carers ensures that children's ongoing routines and care is appropriate to their individual needs.  Children develop a positive view of difference, through activities and resource that introduce them to a range of cultures and differing abilities.  The childminder considers the children's safety and security by identifying and minimising hazards.

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It is not yet good because

 The childminder's monitoring of the educational programme is not rigorous, therefore, systems to identify children's level of achievement are not yet well developed and activities are not always planned to maximise their progress.  Systems of self-evaluation and reflective practice are not robust, therefore, opportunities to identify strengths and prioritise areas to improve the quality of the provision are not fully identified.

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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

 The inspector observed activities and interaction between the childminder and a minded baby.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at documentation and records, including policies and procedures, registers and children's personal records.  The inspector took account of written records of parent's views of the provision.

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Information about the setting

The childminder was registered in 1992. She lives with a friend and her adult son in a house in Leicester, Leicestershire. The whole of the ground floor, the upstairs bathroom and the rear courtyard are used for childminding. The childminder has completed basic training, including first aid and child protection. She is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She attends a childminder group and the local children's centre, she also visits the local shops and park on a regular basis. She collects children from the local schools. There are currently three children on roll, one of whom is in the early years age group and two are school age children who attend before and after school. The childminder is open all year round from 6.30am to 5.30pm Monday to Friday, except for family holidays.

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must:

 develop further systems to monitor the effectiveness of the educational programme in assessing the children's level of achievement and planning appropriate learning experiences across all areas of development.

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

 introduce clear systems of self-evaluation and opportunities for reflection, to further identify strengths and priorities for improvement that will continue to improve the quality of the provision for children.

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who attend

The childminder has a sufficient understanding of the needs of the children in her care, therefore, they make satisfactory progress over all areas of development. She organises a range of activities to support the children's learning. For example, she introduces them to the wider world as they grow plants in the courtyard and hunt for caterpillars. Frequent trips to the park promote children's development of physical skills, as they climb and balance on a range of equipment. Their imaginations are developed through dressing up, role play and craft activities. The childminder introduces them to concepts of number and size through games and competitions, as they identify which of their models are the highest or the widest. Young babies begin to learn about cause and effect and technology as they press buttons on toys and respond with smiles and a gurgle to the sounds it makes.

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who attend

The childminder has begun to implement a system of observation that is effective in identifying children's interests and which she uses to support their progression. For example, she has noticed a baby's interest in making sounds by banging toys together and has extended this by introducing musical instruments. However, the childminder's knowledge of the Statutory Framework for the Early Years Foundation Stage learning and development requirements is still developing, therefore, planned activities do not maximise children's progress or potential which limits their learning. The discussion the childminder has with parents when they first bring their children to the provision ensures that she has a sound basic understanding of them as individuals. She continues to involve parents in their children's learning and development through ongoing conversation about activities, interests and achievements she has observed.

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who attend

Children benefit from the childminder's focus on promoting a positive attitude to diverse backgrounds and different communities. She provides a range of resources representing a variety of cultures and abilities and plans effective activities around festivals. This supports the children's understanding of valuing and respecting others. She demonstrates a sound understanding of how to support children who speak English as an additional language, through value and respect for their home language. Babies develop communication and language as the childminder responds to the sounds they make and introduces new words to them. For example, she has noticed a baby responds excitedly when she uses the word 'Mama' and is now following this each time with a reference to 'Daddy'.

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

Children benefit from the close relationships they build with the childminder, which enhances their feelings of security and belonging in her home. This is evident as a young baby looks around for her when upset and is quickly comforted, snuggling up close whilst being cuddled and talked to. The childminder holds babies close when they are feeding from a bottle and interacts with reassurance as she talks quietly and calmly. The childminder has a secure understanding of how to manage children's behaviour and promote their respect for one another. For example, she explains to the older children what the house rules are and discusses situations of conflict when they arise, giving them strategies they can follow for themselves.

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

Children's health is promoted because the childminder ensures that they are provided with nutritious and healthy meals. She encourages them to try new tastes in fruit and raw carrots and discusses with them the benefits of healthy eating. Children grow some of their own fruits in the courtyard, for example, they have recently grown strawberries in planters. They have ample opportunities to exercise and play in fresh air through regular visits to the park as well as outdoors at the childminder's house.

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

The childminder has made a written risk assessment of her home and records her daily checks. Therefore, hazards to children are identified and minimised. A CCTV system monitors the front door so the childminder is aware of who is there before this is unlocked. Fire evacuation procedures are in place and practised by the children which promotes their understanding of how to keep themselves safe. The childminder discusses risk with the older children and encourages them to identify for themselves how to keep safe. The environment is organised well which allows children to help themselves to resources and make independent decisions about their play and activities.

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provision

The childminder has a sound understanding of how to safeguard the children in her care. She is aware of the signs and symptoms that would alert her concerns and the procedure she needs to follow in reporting these. She has devised a range of written policies and procedures to support her practice and is committed to improving her provision, for example, she has made changes to her documentation and recording systems to support the welfare of children. The childminder reflects on her practice and provision and has a sound understanding of her strengths and some of the areas for development. However, her monitoring of the provision is not rigorous, in particular with regard to monitoring the educational programme. Her identification of children's level of achievement is not yet robust across all the areas of development, therefore, her planning of experiences is not always appropriately challenging.

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provision

Partnerships with parents are good, particularly with regard to children's care needs. Written evidence from parents shows a high level of satisfaction with the provision. A letter from one parent thanks the childminder for preparing them well for adulthood and cites the childminder as being a key factor in their child's development of good social skills. The childminder has a secure understanding of the action she would take if she had concerns regarding a child's development and has a commitment to working with, and taking advice from, other professionals. She has a clear awareness of working with others who may share the care of children.

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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 226524 Local authority Leicester City Inspection number 883073 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 3

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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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