Childminder in Derbyshire

Inspection date

Previous inspection date 07/01/2013 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder has a secure understanding of how to support children's learning and development. Consequently, children make good progress with their learning and all- round development.  Safeguarding and safety for children is given high priority by the childminder. She carries out thorough and regular risk assessments on the toys and her premises. This helps children to be safe and feel safe at all times.  The childminder has established positive partnerships with parents, which effectively supports children's care and learning.  The childminder is enthusiastic, professional and is very keen to continuously improve her practice, which benefits all children.

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It is not yet outstanding because

 Children do not always have opportunities to easily access story books, as the storage of books does not attract the children's attention.  Children have access to fewer resources that reflect disability to further enhance their understanding of differences.

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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 the children in their play.  The inspector went on a tour of the premises including outside.  The inspector spoke to the childminder throughout the inspection.  The inspector examined the children's learning journeys.  The inspector looked at the relevant documentation.

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Information about the setting

The childminder was registered in 2012. She lives with her husband and three children aged 16 months, three years and five years. The whole of the property is used for childminding purposes. There is an enclosed garden available for outside play. She is open all year round Monday to Friday except for family 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 four children on roll, one of whom is in the early years age group. Children attend for varying days and times. The childminder is able to take and collect children from local schools and pre-schools. The family has two pet cats.

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

 create an attractive book area where children can access books easily; to enhance their overall literacy development and help them to independently choose books for pleasure

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

 strengthen the programme for understanding the world by providing positive images of all adults and children including those who have disabilities, to further develop children's awareness of diversity.

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who attend

Children make good progress with their learning in all areas as a result of the childminder's secure understanding of how to challenge and further their learning. As a result, children develop essential skills to support their future learning. The childminder appreciates that children learn best when they are happy and plans activities to motivate all children to learn through play and excitement. The childminder works effectively with parents to support children's learning and development. Parents answer questions about their children detailed on an 'All about me' sheet when they start with the childminder. The childminder uses the information about children's starting points to plan for their learning and development. She keeps a detailed learning journal for each child with regular written and photographic evidence of children's achievements. The childminder links her observations to the different areas of learning and she records children's planned

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who attend

next steps. As well as ongoing assessment, the childminder also completes a development summary about children to which parents add their comments. Children benefit from the good communication links between their main carers, as it means their individual learning needs are well known and consistently met. The childminder understands the requirement to complete a written progress check on children aged two and has already started to put procedures in place to meet this requirement.

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who attend

Children's communication skills are developing well and the childminder skilfully asks questions during play to encourage children to think and speak. She gives children time to answer her questions and develops their vocabulary, for example, by questioning what the weather is like and naming objects on the weather board. Children's spoken language is developing well because the childminder engages them in purposeful conversation and she introduces new vocabulary as part of this good quality interaction. She encourages the children to initiate their own play by providing an extensive choice of activities. The children's learning and development is in line with the expected developmental ranges for their age groups. Consequently, children are obtaining the skills, attitudes and dispositions they need to be ready for school or the next stage of learning.

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who attend

All children have opportunities to develop their creativeness through a range of expressive arts and design activities. Children enjoy creating their own ideas using a range of resources, such as play dough, paint and glue. They are able to use tools to make marks during their play as they develop their emergent writing skills. Children are provided with a range of books, however these are not always easily accessible as they are stored on high shelves. This hinders children's ability to independently choose a book to look at. Children count at every opportunity and recognise numerals during everyday activities to help them link counting to numbers. Children use a range of programmable toys and know how to turn them on and off and control the switches. For example, children turn on the number activity game and enjoy recognising numbers and matching objects together. This helps children's overall mathematical and information communication and technology

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who attend

Children explore the natural world during activities, such as walks or trips to the local parks and growing plants and vegetables in the garden. They have opportunities to develop their physical skills, such as using tools and manipulating resources appropriately and they have access to outdoor play and learning experiences to practise large-scale movement through a range of physical activities. Children learn about the wider world through outings with the childminder, for example, on nature walks and on visits to toddler groups. They learn about diversity through planned activities and access resources, such as books, puzzles and dolls. However, the childminder has few resources reflecting disability to further develop their understanding of the differences between people in society. The childminder effectively engages the children and participates fully in the activities. As a result, children concentrate well when playing and participating in

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

The childminder sensitively and skilfully helps children to settle in and form secure emotional attachments. She encourages children to develop strong friendships and they are missed when someone is on holiday. Children are very relaxed in the care of the childminder. They are kind and considerate towards their friends. For example, when playing with the dinosaurs, they help each other to decide where to put the dinosaurs on the play mat. They play harmoniously together and are learning to take turns and share during different games. Children develop confidence and self-esteem because the childminder praises them for the smallest of achievements. She has high expectations with regard to behaviour and manners and acts as a positive role model. She is firm but fair with children and they respond well to her consistent guidelines. For example, she has put in place successful behaviour charts to help the older early years children to be able to

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

visually see when they have behaved well, which helps their self-esteem. The childminder successfully organises her home to provide children with a welcoming, stimulating environment for their care and learning. Children develop a sense of belonging and have equal opportunities to generally access a good range of resources, which promote their learning in all areas. This helps all children to identify and choose their preferred toys and resources. There is a wide range of nursery equipment, toys and resources to meet the needs of the children attending. As a result, children sleep, eat and play comfortably. This further supports children's safety and welfare.

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

Children are learning to live healthily. They participate in plenty of exercise as they enjoy playing outdoors in the fresh air every day. Children develop independence skills as they manage their own personal needs. They learn good hygiene practices as they wash and dry their hands on individual towels. The childminder provides all food and drink for children according to their individual dietary requirements. Children enjoy healthy snacks, including a variety of fresh fruit. For example, they enjoy bananas, grapes, oranges and raisins. They also enjoy nutritious breakfasts and lunches, which are displayed on the menu on the kitchen wall for parents to see. Children are very confident to make their needs known; they ask the childminder for food and drinks, and let her know when they need to use the toilet. The childminder helps the children to learn about keeping themselves safe. They practise the emergency evacuation procedure and talk about road

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

safety when they are out and about in the local community. The childminder maintains all of the required paperwork for medication administration and accident recording. She keeps a record of emergency drills and smoke alarm checks.

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

The childminder recognises the importance of a gradual settling-in process. She works in partnership with parents, to enable a smooth transition for children from home to her minding environment. As a result of her procedures children settle quickly and happily and they have a very positive relationship with her. The childminder suggests that parents provide photographs of children's extended family so that she can encourage them to talk about their family with confidence. This supports children in communicating freely about their own home and community. Children prepare well for the transition to school as they visit the school before they start, to pick up the older early years children. The childminder also discusses with nursery and school staff the children's care routines and provides a summary of their learning capabilities, which helps to provide continuous care and learning for the children overall.

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provision

The childminder organises her setting well and makes good use of her play area. Her written policies and procedures are informative for parents and clearly demonstrate how the childminder operates. The childminder has a good understanding of safeguarding issues, having attended a full-day training course since she was registered. She is committed to further training to develop her knowledge of children's learning and development. The childminder has good procedures in place for the collection of children at the end of the day and ensures her required paperwork is up-to-date. The childminder holds a current paediatric first aid certificate and the Criminal Record Bureau checks for herself and her husband are available for parents to see. Therefore, promoting children's well-being, safety and security.

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provision

The childminder demonstrates a secure understanding of the learning and development requirements of the Early Years Foundation Stage and how young children learn and develop. Her interesting educational programme is varied and flexible and reflects in the good range of toys readily available to children in her play area. The childminder has completed a good evaluation of her service in which she has ably identified her strengths and weaknesses. Even where children have only been attending for a short while, the childminder has canvassed the views of parents by asking them to complete a questionnaire. This enables the chilminder to shape her service to meet the needs of children and their families effectively. She has formulated some plans for improvement, based on this feedback and her own evaluations, which demonstrates a concerted effort to continually improve her setting.

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provision

The childminder understands the need to work in partnership with other settings and health professionals. She has instigated a contact book for use by the child's key person at nursery because she does not have direct contact with them herself. This enables the sharing of information to promote consistency for the children. The childminder has developed a good working relationship with the children's parents. They report that the childminder is 'a reliable, flexible and thoughtful person who offers their children excellent care'. They consider their children are 'progressing well', and have no concerns. Children benefit from this good working relationship because the adults are meeting their needs. As a result children are very relaxed and have fun during the time they spend with the childminder and her family.

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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 EY449130 Local authority Derbyshire Inspection number 806523 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 3 Number of children on roll 4

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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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