Childminder in Derby

Inspection date

Previous inspection date 16/11/2012 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 and happy 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.  A range of enjoyable play opportunities and first hand experiences are provided for children effectively supporting their learning and development.  The childminder works closely with parents sharing useful information about their child's progress and achievements.  The childminder is firmly committed to improving her professional skills and practice.

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It is not yet good because

 Despite appropriate procedures being implemented for the administration of medicines a record of medication given is not fully maintained.  Observation, planning and assessment systems do not fully consider the different ways that children learn and the characteristics of effective learning.  The childminder is not consistently proactive in seeking ways to support children with English as an additional language.

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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 play activities and care routines in the childminder's home.

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Inspection activities

 The inspector looked at a selection of policies, procedures and records relating to children including observation and assessment records.  The inspector spoke with the childminder at appropriate times throughout the visit.  The inspector took account of the views of parents which were provided in writing.

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Information about the setting

The childminder was registered in 2008. She lives with her husband and three adult families members in Derby. The whole of the ground floor and lower tier of the rear garden is used for childminding purposes.

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Information about the setting

The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. There are currently six children on roll, four of whom are in the early years age range. Children attend on a part-time basis. The childminder supports children who speak English as an additional language.

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Information about the setting

The childminder is a member of the National Childminding Association and holds a recognised early years qualification. She is open all year round from 7am to 7pm Monday to Friday, except for family holidays. She takes and collects children from local schools.

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must:

 record all medicines given to children including written parental consent.

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

 develop further observation, assessment and planning systems to take account of the characteristics of effective learning

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

 enhance further the provision for children who speak English as an additional language, for example, by: providing dual language books matched to languages spoken by families in the setting; using picture cards to support children's understanding of daily routines and ability to self-select resources; including home language and bilingual story sessions by enlisting the help of parents.

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who attend

The childminder has a secure understanding of how young children learn and the seven areas of learning. She provides a varied range of enjoyable activities that promote new skills and hold children's interest. A suitable balance of adult-led and child-led activities are available and children readily self-select from a range of well-maintained resources and attractively presented activities.

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who attend

Young children relish looking through photographs of their peers involved in a range of activities including planting vegetable seeds, outings and various craft activities, such as painting and collage. Children enjoy dancing to familiar songs including Bhangra music. The childminder sensitively engages in children's play appropriately supporting language and communication. For example, a young child is enthused in watching dry sand disappear through a sieve in the sand tray excitedly asking the childminder to refill the sieve and repeat the activity. The childminder supports language development by adding a narrative to the play and praising the child's efforts to refill the sieve unaided and asking 'Where has the sand gone?' using tone and non-verbal communication to convey meaning. The child excitedly squeals 'all gone!'. Later the child is engrossed in threading cotton reels and repeatedly watching the lace slip back out of the hole in the reel. The child

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who attend

demonstrates good small muscle skills when threading the lace and confidently reminds the inspector to 'push - push' the lace through the hole.

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who attend

Information is obtained from parents on entry about their child's routines, personal care, likes and dislikes which supports settling-in periods and provides a starting point for learning. The childminder regularly observes children at play and assesses their progress towards the early learning goals. As a result, she has a good understanding of children's capabilities and identifies next steps which are used to plan a suitably challenging range of experiences and play opportunities. However, less focus is given to how individual children learn and the characteristics of effective learning within planning and assessment systems. Despite this, due to the childminder's enthusiasm and involvement in activities, children are keen learners who readily engage in activities provided. Toys and resources are readily accessible to children promoting exploration and active learning.

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who attend

Given their starting points children are working within their appropriate ages and stages of development. The childminder supports children for whom English is an additional language and has identified communication and language as a learning priority for some children. She also speaks Urdu and effectively models language using some key words in the children's home language to aid communication. Young children confidently express their ideas and feelings to the childminder and other adults using some recognisable words in English. Parents express positive comments that their children have learnt a few words in English with the support of the childminder. However, the childminder is not proactive in further extending provision for supporting children with additional language to help children reach their full potential. For example, she previously sought dual language books from the library but did not loan any as they were not age-appropriate; the

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who attend

childminder did not pursue this learning opportunity further.

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who attend

Useful information is shared verbally with parents about their child's day, achievements and progress. Assessment systems have recently been adapted to include parent comments. The childminder works closely with parents to ensure consistency between home and the childcare setting. For example, with potty training and the promotion of self-care and independence skills of older children. The childminder is aware of the need to implement a progress check at age two and is working towards getting this in place in preparation for children recently attaining this age.

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

Positive relationships between the childminder and the children in her care and her sound understanding of their individual needs are evident. Children are happy to explore the environment and play opportunities independently and seek the childminder's support when needed. Children are well behaved and know routines and boundaries; they readily respond to instruction, for example, helping to tidy away toys and resources before lunch. Children's care routines are well supported and are consistent with parents' wishes. Sleep mats are provided and children who are quickly soothed to sleep as the childminder offers familiar soft toys and strokes the child's forehead and back for comfort. The childminder closely supervises and regularly checks sleeping children. Young children are frequently reminded to use the potty throughout the daily routine. Healthy lifestyles are encouraged as children are provided with nutritional meals and snacks, such as pear and yoghurt. A

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

low-level table is used for mealtimes promoting children's independence and social skills. Regular outings are undertaken including trips to local parks, shops and soft play adventure centres. These provide access fresh air and exercise as well as opportunities to play on a larger scale and socialise within the wider community.

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

The childminder's home is safe and secure. Evacuation procedures are in place and drills are practised with children so that they are familiar with what to do should they need to leave the house in an emergency. The childminder has attended first aid and food safety training helping to maintain children's safety. The childminder has begun to establish links with other settings delivering the Early Years Foundation Stage, such as schools, to support consistency in children's individual care and learning.

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provision

The childminder has a satisfactory understanding of the safeguarding and welfare requirements and has devised a suitable range of policies and procedures to ensure children's health and safety is maintained. A clear written child protection statement is in place and the childminder has a sound awareness of types and indicators of abuse; she is aware that she needs to continually update her knowledge in this area. Written procedures for the administration of medicines are in place and the provider has a clear understanding of good practice in relation to medication. However, on one occasion the childminder did not fully maintain a record of non-prescription medication given to a child, on parent request, for teething. However, the parent was notified of the dosage both via text message and verbally at the end of the day thus protecting the child's well-being. Maintaining a record of medications administered is also pertinent to the Childcare

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provision

Register requirements for older children.

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provision

The childminder has a firm commitment to improving her service and regularly liaises with her local authority advisor to support and review her practice. For example, play activity ideas, based on exploration with everyday objects, were implemented to help a young child settle into the setting and develop the ability to stay on task for short periods. The childminder has attended mandatory training as well as additional courses to support her developing knowledge of the revised Early Years Foundation Stage including the learning and development requirements. The childminder has begun to self-evaluate her practice reflecting on what she is good at and what she needs to develop next. She has met actions identified at her registration including implementing written complaints procedures for parents and increasing the range of toys, resources and equipment available to meet the needs of children attending. Through observation and assessment of children's

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provision

development the childminder has an accurate understanding of their progress and areas where individual children need further support, such as children with English as an additional language. Policies and procedures are shared with parents to help them understand how the provision operates. Good relationships with parents effectively contribute towards children's quality of care, learning and well-being. Parents comment they are happy with the service they receive.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 record any medicine administered to any child who is cared for on the premises, including the date and circumstances and who administered it, including medicine which the child is permitted to self administer, together with a record of a parent/guardian/carer's consent (Records to be kept)(both parts of the Childcare Register).  take action as specified above (Records to be kept).

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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 EY382194 Local authority Derby, City of Inspection number 790723 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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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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