Childminder in Nottinghamshire

Inspection date

Previous inspection date 09/01/2013 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

 Children in the childminder's care are offered good opportunities to extend their learning which are pertinent to their interests and stage of development. This is because the childminder has a good and secure understanding of child development.  Children are forming warm and secure attachments with the childminder. They are settled, happy and engaged in their play.  Children's needs are met successfully because the childminder understands the value and importance of working closely with parents. She maintains very good ways of communicating and keeping parents informed and involved in their child's development and changing needs.

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It is not yet outstanding because

 Babies are provided with fewer resources and activities for touching, smelling and feeling, such as the use of treasure baskets, to invite responses to enhance their communication skills.  Children are not fully benefiting from the childminder's way of reflecting on the practice she delivers. This is because she does not include the views of parents and children to identify strengths and areas for development.

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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 spoke with the childminder and interacted with children at appropriate times throughout the inspection.

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Inspection activities

 The inspector took account of the views of parents as discussed with the childminder and through parents' written comments.

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Inspection activities

 The inspector sampled a selection of documentation including the childminder's self- evaluation document, children's learning journeys, play plans of children's individual activities, written policies and children's records.

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Information about the setting

The childminder was registered in 2012 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, adult child and three children aged 13. 10 and eight years in Nottingham. The whole ground floor of the house is used for childminding, with access to the first floor, and the rear garden is also used. The family has a pet cat. The childminder holds a recognised level 3 childcare qualification. She attends a toddler group and visits the local shops and park on a regular basis. There are currently five children on roll, all of whom are in the early years age group and attend for a variety of sessions throughout the week. She operates during term time only from 8am to 6pm Monday to Friday.

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

 provide more activities which invite responses from babies for touching, smelling and feeling, such as the use of treasure baskets

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

 introduce a way, when reflecting on the practice delivered, which includes the views of parents and children in order to identify further strengths and areas for development.

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who attend

Children engage quickly with activities of their choice. They explore with interest, enthusiasm and curiosity. They happily play on their own or cooperatively with children who are of a similar age. Children are making good progress in their learning and development while having fun in the care of the childminder. Good relationships are forming between them and the childminder, and children thoroughly enjoy their time with her. This is because she has a good understanding of child development and is skilled and knowledgeable in the implementation of the Statutory Framework for the Early Years Foundation Stage. She successfully uses the 'Development Matters in the Early Years Foundation Stage' guidance to track children's progress. Effective planning is in place to ensure children are offered appropriate challenges pertinent to their individual stages and phases of development.

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who attend

The childminder seeks relevant information from parents from when the child first starts and uses this well to plan activities and experiences to help children initially settle. Observations are regularly undertaken using photographs of the abundance of various activities children are offered in the home and garden and when out and about in the community. This information is then used to assess the pace and stage of individual children's learning and development. Play is carefully planned to challenge individual children, helping them to move on to their next steps. Each child has a very good range of recorded information evidencing their achievements, detailing what and how the childminder will provide next to support them in their progress. This are shared with parents, bringing to life what the child does while in the her care.

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who attend

A good range of books help children learn that print has meaning. Children share their thoughts and ideas about what is happening in the books, pointing out characters and talking about what will happen next in the story. This helps children's thinking and language skills to develop. The childminder extends children's language and critical thinking skills further through asking open-ended questions, as well as providing ample time for children to respond. However, there are fewer activities for touching, smelling and feeling, such as the use of treasure baskets, which lessens communicative responses from babies. Children move around with ease and confidence. Babies are given appropriate support and ample space to move independently should they wish to do so. Children enjoy mark making using felt-tips and drawing on the easel. Children's imaginative skills are developing very well. They strike up conversations with one another as they play with

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who attend

small world characters with the new fairground toys. They extend their own learning very well because the childminder provides plenty of resources to stretch their imagination and children select cars, animals and furniture to use.

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who attend

The childminder uses everyday tasks and activities to incorporate all seven areas of learning, such as counting how many cups are needed at snack time, describing the colour of fruit and talking about birthdays and family events that occurred over the Christmas break. Children are successfully being introduced to similarities and differences through dual-language books, dressing up and food tasting. The childminder has a positive attitude to inclusion, promoting respectfulness through discussions and activities. Furthermore, children spend time socialising in the local community attending various activities, such as the library, shops and physical activity centres. This helps support children's transitions to school by making them aware of others and the wider world.

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

Children are welcomed into a very child-friendly and homely environment. A good range of toys and resources support them in their play and keep them safe. Toys are attractively presented on the floor, in boxes and on low-level shelving so the youngest of children can select toys of their choice. A wide range of hardback textured books and paper story books entice children to look at them independently, as well as enjoying sitting snuggled up to the childminder while having a story read to them. This enhances the already established warm and secure relationships between the childminder and children. Children's self-esteem and confidence are good. They are happy, settled and display good behaviour. Children are familiar with routines, such as snack and lunch time, going to the toilet and washing their hands afterwards ready to eat. The childminder talks to the children about why it is important to wash their hands, helping them learn about good

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

practice in personal hygiene and to stop germs from spreading. She reinforces this through being a good role model. For example, effective nappy changing procedures prevent the spread of infection. Children's routines, such as sleep time, are fully respected as discussed and agreed with parents.

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

A strong emphasis is placed on helping children settle into the childminder's care. The childminder liaises carefully and sensitively with parents, gradually building on the length of time the child remains while keeping parents fully informed about their child's day. This is achieved through various methods of communication, such as, conversations, written daily diaries and the use of the telephone and text messaging. Parents are actively encouraged to contribute to their child's daily records to enable the childminder to meet the ongoing and changing needs of each child. The childminder is aware of the varied support and assessment arrangements required for children during transitional times and the importance of the links with parents and other professionals which ultimately benefit children's confidence and self-esteem. Children learn about safety because the childminder is a good role model, supervising them well during meal times, general play and sleep

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

times. For example, she talks to the children about why it is important to wear straps when sitting in the high chair to keep them safe. Regular visits to the park, soft play centres and time in the back garden help children develop their large muscle skills while keeping fit and healthy.

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provision

The childminder has a good understanding of her role and responsibility to protect children. A clearly written safeguarding policy highlights the procedures she would take should she have any concerns regarding a child in her care. The childminder has attended recent safeguarding training to keep her knowledge of protecting children up to date. The environment, toys and equipment are safe and suitable for children. This is because the childminder completes daily risk assessments in the home and garden to minimise any hazards to children. Doors are locked to ensure children cannot leave the home without an authorised adult. As a result, children play safely as they move around, accessing toys of their choice in the home and garden.

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provision

Although the childminder has not been registered for very long, she reflects on her practice. However, this is being strengthened further and as yet does not include the views of parents and children to identify further strengths and areas for development and improve her service to children. Parents have, however, contributed their thoughts in written form regarding the value of what the childminder has already achieved in terms of settling children in to her care and building on their child's interests; for example, introducing toy tools because the child's family is having a new kitchen fitted. This complements the child's current lifestyle and experiences through role play while at the childminder's home. The childminder successfully keeps track of how she covers all areas of learning in the educational programmes, by reflecting on the day and how well the activities have been enjoyed by the children.

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provision

A key strength of the childminder's practice is the partnership with parents. Secure links are in place because she fully understands the importance of keeping parents informed about how their child is settling in, how they are progressing in their learning and development and what they have been doing through the day. From the start, the childminder gathers useful information from parents about their child's level of development and overall needs, interests and routines. This enables the childminder to plan play for them. A good range of written information, such as, learning journeys, daily diaries and the use of photographs, help parents form a picture of how well their children are doing. The childminder is also aware of the importance of linking with others who may be involved with the children; for example, liaising with health visitors regarding the progress check at age two. As a result, the childminder is establishing good partnerships

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provision

with parents and other professionals, which benefits 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 EY447544 Local authority Nottinghamshire Inspection number 807184 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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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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