Childminder in Rutland

Inspection date

Previous inspection date 04/01/2013 Not Applicable

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early years provision

This inspection: 2 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 1 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder is highly skilled and sensitive in helping children form secure emotional attachments. She promotes strong and positive values within this nurturing setting, which provides a strong base for children's developing independence and exploration.  The childminder gives the highest priority to the safety and well-being of the children. She effectively supports their understanding of how to keep themselves safe and healthy throughout her interactions, routines and planning.  The childminder provides a safe, welcoming and highly stimulating environment with child-accessible resources that promote learning and challenge for children, both inside and outdoors.

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It is not yet outstanding because

 The childminder does not share information with all other settings that children attend that also deliver the Statutory Framework for the Early Years Foundation Stage. This does not allow all those involved in each child's learning to plan cohesively for their individual progress towards the early learning goals.

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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 in the downstairs play area and in the garden.

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Inspection activities

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

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Inspection activities

 The inspector looked at the childminder's self-evaluation, children's learning journeys and a selection of children's records, and policies and procedures.  The inspector spoke with parents who visited during the inspection.

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Information about the setting

The childminder registered in 2012. She lives with her adult child in Oakham, Leicestershire. Her home is within walking distance of the local schools, shops and parks. The whole ground floor of the house is used for childminding. There is an enclosed rear garden used for outdoor play. The childminder has a pet dog, cats and chickens.

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Information about the setting

The childminder is registered on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register. There are currently seven children on roll within the early years age range who attend with various part-time arrangements. Eleven older children also attend. The childminder has support from the local authority and is an accredited member of the local childminding quality assurance scheme. She is a member of the National Childminding Association and holds a relevant qualification at level 3.

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

 make sure that relevant information regarding children's progress towards the early learning goals is shared with all other settings that children attend to provide continuity in their learning.

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who attend

The childminder has a very good understanding of the seven areas of learning and how children learn. As a result, children benefit from educational programmes that cover all areas of learning and provide a wide range of interesting activities and fun learning experiences. The prime areas of children's learning and development are particularly well promoted and underpin the childminder's planning and organisation. This means that children develop very good skills for their future learning and are well prepared to start school. Children enjoy their learning and are making good progress because planning is very flexible to take into account their individual needs and interests. They progress well as individuals because of the way the childminder capably observes and assesses their learning and development. For example, she carries out knowledgeable and purposeful observations that she uses to track children's progress and plan for the next steps in their

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who attend

individual learning and development. She also involves parents in children's learning, which further enhances her ability to plan effectively for children's individual needs and to challenge them. This also enables parents to support children at home, which further encourages their learning.

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who attend

The childminder generally works extremely well with other settings children attend. For example, she has good relationships with staff at the local school in order to enable shared planning to support children's learning. However, although she regularly shares information with parents, she does not share information specifically regarding children's progress and individual planning with every other setting that the children attend. This does not support cohesive planning for each child's individual progress towards the learning goals. Children develop excellent skills in communication because of the childminder's skilful questioning and discussions. For example, she gently prompts the children to explain things and plays guessing games that encourage them to think carefully about their communications and explanations. Children's learning is very much child-led and effectively supported by the childminder's good teaching and gentle and effective

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who attend

guidance. This enables children to make the most of the learning opportunities that are planned and that arise. Children choose from a very good range of activities out of doors and become so engrossed in their play and learning that they do not want to come inside, even for a snack. For example, children use their imagination and make up games as they play with various natural resources and sand. They practise and refine early writing skills as they make marks and patterns in the sand. They use and extend their imagination as they pretend to be at the seaside and make up games. Children also choose to play with water and count and compare as they fill different-sized containers. This is a good example of how the childminder understands how to challenge children and develop their understanding of mathematical concepts through child-initiated play that builds upon their natural curiosity.

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

Children form excellent relationships with the childminder that are very nurturing and caring and demonstrate the childminder's positive values that are embedded within all aspects of the setting. This means that the children learn how to care for and consider others and this promotes a very warm and friendly setting throughout. For example, children share and cooperate extremely well and they help and encourage each other as they go about their daily routines and enjoy activities. Babies settle extremely comfortably into the setting because of the way the childminder works very closely with parents to fully understand their home life and routines. Babies arrive very happily and eagerly put out their arms to the childminder, demonstrating very strong feelings of emotional security and a very strong sense of belonging. Children behave extremely well because they are so well stimulated and supported. The childminder constantly observes and supports children

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

to ensure they are purposefully engaged, happy and included.

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

Children show excellent self-care skills because the childminder encourages them to complete personal tasks for themselves. For example, children think about what they need to wear to go outside to keep warm and they put on their own shoes, coats and gloves. Children develop extremely healthy attitudes towards outdoor play and learning as they choose to play out of doors for as long as they wish. They use a variety of equipment to develop their physical skills, strength and control within the setting and out of the home as they visit local parks, a pre-school and childminding groups. This also provides important opportunities to widen children's experiences as they explore their community and develop relationships out of the setting. Children make very good healthy choices at snack time. For example, they try a varied range of fruits linked to a familiar story that they enjoy. Not only does this add meaning to and enhance their enjoyment of the story,

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

but it also encourages them to think carefully about healthy eating. Children show very good confidence as they are keen to try familiar foods. Parents cannot express their support for the childminder enough and clearly value the care and educational experiences that she provides for their children very highly. Parents' verbal and written comments include a wealth of positive comments that show support for the childminder and the way she supports and includes the children and values them as individuals.

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provision

The childminder has very good previous experience of working with children with a variety of needs, which she brings into the setting in order to provide them with exceptionally high standards of care. She also uses some excellent strategies and good quality teaching practices to support children's individual learning and development. Children are being very well prepared for school because of the way the childminder motivates and encourages them to explore and to learn. Very good communications with parents also enable the childminder to plan effectively to include children and to meet their needs within the setting.

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provision

The childminder meets regularly with other professionals in order to share good practice ideas, in order to improve. Her effective assessments of children's progress mean any difficulties with their learning are easily identified.

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provision

The childminder's professional networking means she can access any additional support for children with ease. The childminder thoroughly reflects upon all aspects of the provision for children in order to plan for continuous improvement in the experiences that she offers children. Very thorough safeguarding policies and procedures protect children from abuse and neglect. The childminder keeps well-organised documentation to ensure the requirements are met and to fully promote the health and safety of the children. The childminder completes thorough risk assessments across all aspects of the provision to keep children safe and secure. She organises the setting to create a very child-friendly, welcoming and accessible environment for 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 EY448582 Local authority Rutland Inspection number 808355 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 18

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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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