Childminder in Derby

Inspection date

Previous inspection date 05/12/2012 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 feel comfortable and secure with the childminder who provides a relaxed and calm environment where children enjoy making decisions about their play.  The childminder promotes children's language development effectively. She chats with children, talking with them about what they are doing and effectively promotes speaking and listening skills.  Regular trips to local toddler groups, the children's centre and other childminder's houses, helps children to gain confidence and to develop their social skills.

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It is not yet good because

 Observation, planning and assessment systems are not yet secure enough to give the childminder enough information about what children know and can do, to effectively plan the next steps for children across all seven areas of learning. As a result, children do not make best progress.  Self-evaluation is in the early stages of development and lacks rigour, in order to plan further improvements to provide quality care for all children.  The childminder does not fully use all opportunities and resources to enable children to explore diversity.

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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 held discussions with the childminder.  The inspector observed free play, snack and focused activities.

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Inspection activities

 The inspector looked at children's assessment records, learning journeys and planning documentation.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder, the childminder's documentation and improvement plans.

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Information about the setting

The childminder was registered in 2012. She lives with her husband and two children aged one and five years in Micklover, Derby. The whole ground floor of the childminder's house is used for childminding and there is a fully enclosed garden for outside play. She is open all year round from Monday to Friday, except for family and bank holidays.

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Information about the setting

The childminder is registered on the Early Years Register and on 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 group. Children attend for varying days and times. The childminder is a member of the National Childminding Association. She visits sure start centres and toddler groups and she is able to collect from local primary and pre-schools.

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must:

 improve the processes for observation and assessment in order to accurately identify the next steps in children's learning so that activities are planned to provide suitably challenging experiences for each individual child.

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

 further develop robust systems for self-evaluation that are supported by clear improvement and development plans, in order to improve the outcomes for children

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

 develop opportunities to help children to notice similarities and differences between themselves and others by providing resources and activities to reflect diversity.

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who attend

The childminder knows the children well and talks confidently about their individual routines, likes and dislikes. Her knowledge and understanding of the learning and development requirements of the Early Years Foundation Stage is appropriate and she maintains a record of observations, using photographs and written evidence, about what children are doing. She does think about what activities she is going to promote each day and these are based around children's interests and the toddler clubs she attends. However, secure systems of observation, assessment and planning have not yet been established. For example, the childminder is not using her observations to consider children's next steps in their learning and therefore she is not planning activities to specifically meet individual children's learning needs. As a result, children are not making any more than satisfactory progress.

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who attend

The childminder supports the promotion of children's communication and language skills effectively. She chats with children and responds well to their attempts, repeating back to children their single word answers and extending them. For example, as younger children play with the cups in the pretend kitchen they attempt to say, 'tea' as they use the cups and tea pot. The childminder expands on this and asks the children to make her a cup of tea, emphasising the word 'tea', and then she repeats phrases back to the children to help them consolidate their vocabulary. She models taking turns in conversation, such as asking questions when children are playing with the dolls, giving them time to think before they answer. During planned activities, the childminder introduces new words to further extend children's vocabulary. For example, as children investigate 'cooked spaghetti' the childminder introduces simple words to describe the texture, colour or feel.

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who attend

Children have good opportunities to develop their physical skills; as photographic evidence shows them climbing the steps on the climbing frame and using sit-and-ride toys with confidence at the local toddler group sessions. The childminder enhances children's physical development by taking them regularly to the local park so that they can use larger equipment and enjoy open spaces. She provides opportunities to help develop their moving and handling skills and the children are beginning to use early writing skills as they make marks with a variety of media, such as, chalk, pencils and crayons, creating circles and lines. These activities satisfactorily support children's readiness for school.

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who attend

Parents are involved in their children's learning, they verbally discuss what they have been doing throughout the day and have opportunities to see their children's 'learning journey' record and to discuss their progress on a regular basis. The childminder regularly gives feedback to parents and has regard for the information they give her about their child's learning and development at home.

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

Children are forming secure bonds and attachments with the childminder and she promotes their self-esteem at all times. Children are happy and settled and play confidently, moving between resources independently. The childminder recognises that the concentration span of young children is very short and readily changes activity in response to this, promoting child-choice and independence. Children feel safe, knowing that the childminder is nearby and supporting activities. They settle quickly, feel secure and are confident in the childminder's home. This is because she works closely with parents to understand children's care needs and responds to them in a gentle and sensitive manner. Children are confident to explore and investigate the familiar surroundings but also enjoy returning to the childminder's lap for a cuddle or to show her toys. Children enjoy their interaction with the childminder, especially when they share

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

favourite books together. The childminder is responsive to children's needs, for example, changing their nappy when necessary and preparing a snack when they indicate that they are hungry. She ensures that their drinks are freely accessible so that they can make decisions for themselves about their needs.

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

Children are encouraged to develop healthy lifestyles with regular trips out and use of the garden. Children begin to learn from a young age the importance of good hygiene routines, for example, washing their hands before they eat. The childminder's regular outings to the local children's centre, toddler groups and other childminder's houses, helps children to develop confidence away from their main care setting, as well as their social skills. These activities give children appropriate skills to support them as they grow up and move on to other settings or school.

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

Toys and resources are stored well to enable children to self-select, further promoting their sense of belonging and independence. They are of a good quality to promote learning and development in most areas of learning. However, there are limited toys and resources that depict different cultures, to help children learn to develop respect and sensitivity to the needs and views of others. Children behave appropriately and even very young children readily share and take turns, such as when using tools to stir the spaghetti. They are beginning to develop friendships and through consistent, positive reinforcement, they are gaining an awareness of when their actions may hurt others. There are sound arrangements in place to help children learn to keep themselves safe through everyday routines, such as helping them learn about road safety when on outings.

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provision

The childminder has a sound understanding of the Early Years Foundation Stage and has a basic understanding about how children learn. As a result, children make satisfactory progress in their learning. She is enthusiastic and motivated and is self-evaluating her practice and identifying her development needs. She is able to identify aspects of her provision that she needs in order to develop and improve the quality of the provision and service she providers. However, the improvements are in their early stages of development and therefore have not yet had an impact on the learning and development of children. The childminder has sought support in developing effective policies and procedures, and has reviewed all of her documentation.

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provision

The childminder has a suitable awareness of child protection procedures and has appropriate documentation for further guidance. She understands the procedures to follow should she have child protection concerns about a child in her care and who to speak to should she need advice or to make a referral. She carries out effective risk assessments and daily checks of her home and implements good procedures to keep the children safe. For example, the children practise regular fire evacuations, which have been effective and help give the children and the childminder confidence in an emergency situation.

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provision

The childminder has positive relationships with parents and regularly shares information about children's routines and the activities they enjoy. She currently gains parents' feedback verbally. Parents speak well of the childminder and value the individual attention that she gives their children. The childminder has effective arrangements to work in partnership with others who provide care and learning for the children, in order to promote continuity of care and ensure that any concerns about children's learning or well- being can be quickly identified and managed. She has a sufficient awareness of the need to work in partnership with outside agencies should she care for children with special educational needs and/or disabilities.

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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 EY447118 Local authority Derby, City of Inspection number 802817 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 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. 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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