Childminder in Derbyshire

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's progress in the prime areas of learning ensures they are acquiring the key skills needed for the next steps in their learning. They are comfortably within their development ranges for their ages and make good progress towards the early learning goals.  The childminder has a good understanding of how to promote the health and safety of the children in her care. She uses the local environment well, so children have daily opportunities to take part in active lifestyles.  Effective partnerships with parents and good systems of communication mean children's changing needs are known and consistently well met.  The childminder has evaluated her practice; she has identified areas for improvements and has obtained positive feedback from parents, which can be used to inform further changes or improvements.

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It is not yet outstanding because

 The childminder sometimes tends to suggest activities and move children on to an alternative activity, therefore restricting the children's imagination and creativity.  Some resources are not easily accessible or available on a daily basis to encourage children to use their imagination and increase their independence skills.

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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 children in the playroom and outside while they played and participated in adult-led activities.

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Inspection activities

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

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Inspection activities

 The inspector looked at children's learning journeys, planning documentation, the childminder's self-evaluation and a selection of policies and children's records.

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Inspection activities

 Discussions about safeguarding and risk assessments took place with the childminder.

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Information about the setting

The childminder was registered in 2012. She lives with her husband and son aged three years in Heanor, Derbyshire. The whole of the ground floor is used for childminding purposes. There is a designated playroom located on the ground floor of the property and a large enclosed garden available for outside play. 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, of whom three are in the early years age range. The childminder is able support children with special educational needs and/or disabilities and children who speak English as an additional language.

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Information about the setting

The childminder is a qualified primary school teacher and is a member of the National Childminding Association. She is able to take and collect children from local schools and pre-schools. The family has two pet dogs.

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

 give children the time to become engrossed in activities without directing or interrupting their play

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

 provide more accessibility to resources so the resources can be used, moved and combined in a variety of ways to increase children's independence skills and imagination.

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who attend

The childminder has a very warm, caring nature and provides a welcoming childminding service. She sets up her home to effectively support the children's needs with space to play, eat and rest comfortably. The childminder has a good understanding of how children learn and develop. She refers to relevant guidance to securely identify how they are progressing and where they may need further support to reach their learning outcomes. From the start of childminding, she establishes trusting relationships with parents in order to find out as much as she can about their child. This information helps her to plan and provide an interesting range of activities to meet the children's individual learning and development needs. Assessment arrangements are effective and parents are involved in setting their child's future learning targets. Parents enjoy looking at their child's learning journal, which is very informative, and includes detailed observations of what children can

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who attend

do and samples of art-work. Parents are encouraged to be involved in their children's learning. The childminder suggests ideas to continue learning both at home and in her environment. She is clear about her role and responsibilities and plans effectively in advance, for example, by devising a procedure for the two-year-old progress check. The childminder has a good knowledge of the seven areas of learning and provides a wide range of activities to promote these. She organises several adult-directed activities and takes children out to local toddler groups to extend the opportunities they can partake in. This also helps the children to socialise with children away from the childminder's home and develop an understanding of the world in which they live. As a result, this helps to provide a readiness for their next stage of learning. The activities selected are suitable for the age of the children attending and the resources are in good condition. However,

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who attend

occasionally, the childminder interrupts the children by making additional suggestions before the children need them. This sometimes changes the direction of an activity before children have had time to become engrossed in what they are doing and impedes their imagination. The childminder treats each child as an individual. She records their religion, culture and language spoken at home to enable her to meet their needs and support their learning. She understands the importance of giving all learning areas equal consideration and records observations to reflect these.

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who attend

Children are making good progress, working either in the expected development level or above. The childminder evaluates the observations to identify the learning that has taken place to help her support children's next steps in their learning. Children are well- supported in developing their communication and language skills. The childminder talks to the children all the time, asking them appropriate questions, including encouraging them to recall previous events. For example, 'can you remember what is in the tray?' Children repeat phrases and words offered by the childminder, extending their understanding and vocabulary. The childminder promotes children's physical skills on a daily basis, both indoors and outdoors. Children complete peg puzzles, use tools such as brushes and have regular use of large play equipment, both at parks and at home. Children's personal, social and emotional skills are consistently supported through careful settling-in visits and by

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who attend

building good relationships with the childminder, and their peers. They behave well and learn about turn-taking and sharing. Therefore, children make very good progress in the prime areas.

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who attend

The childminder knows the children well. She demonstrates effective teaching qualities when delivering the adult-led activities, by allowing children to think and respond to the activities provided. This means that, children are developing good problem solving and listening skills during many activities. During an activity to explore different circular items, children watch the different shapes as they disappear through the hole with fascination, which helps them to repeat the activity with enjoyment. To develop this activity the childminder talks about colour, shape and size of the objects, which helps the children begin to understand some early mathematical concepts and develop their vocabulary. Children thoroughly enjoy rhythmical songs and rhymes, and join in the actions. They spend time engaged in many exploratory activities using natural items. For example, cardboard boxes are especially popular. They use a large cardboard box with support from

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who attend

the childminder, to climb in and out of. To move the activity forward the childminder provides crayons and children use these to enhance their early writing skills by making dots and lines. Clearly children are having fun as they learn and develop in the care of the childminder.

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

The childminder has established strong relationships with the children in her care, demonstrating her commitment to forming secure attachments. The childminder places high priority on settling the children into her care, taking into account the separation anxiety very young children can feel. This results in children feeling relaxed and confident within her care. For example, children confidently play and move around the room and make gestures when hungry, which the childminder acknowledges appropriately.

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

Children are kept safe and secure within the childminder's home and care. Thorough risk assessments are carried out for the home and outings to ensure children's safety at all times. Measures such as locks on cupboards provide security to enable children to play in a safe environment. The childminder minimises possible hazards in her home and on outings. Older early years children are learning about road safety on the school run and they know what to do in the event of a fire as they practise the fire evacuation procedure. Young children's behaviour is good. The childminder describes suitable behaviour management strategies, such as distracting children by offering them their favourite toys and providing rewards and positive reinforcement. She gives gentle reminders not to touch certain objects, so children begin to learn boundaries. Children are developing confidence and self-esteem as the childminder praises them for the smallest of

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

Children follow good hygiene routines, washing hands before eating. They have access to their drinks throughout the day and choose from healthy options, such as fresh fruit and crackers for snack time. Daily opportunities to benefit from fresh air and exercise, both in the garden and at local parks, ensure children are encouraged to develop a healthy lifestyle. Children develop good self-help skills, finding their, shoes and trying to put them on. They play in a clean, tidy home with opportunities to play with resources that are suitable for the age and stage of development of the children attending. However, some resources are not always freely accessible and this prevents children moving them around to further develop their imaginative play.

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

The strong attachments that children form with the childminder ensure that they are emotionally secure. The childminder is well-aware of her long-term aim to prepare children for transition to pre-school. She describes helping them to acquire the confidence and skills they need to make an enthusiastic start in their early education. She meets with the local pre-school and school to help provide continuity of learning and development.

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provision

The childminder has a good understanding of her responsibility to meet the requirements of the Statutory Framework for the Early Years Foundation Stage. She closely monitors the children's progress in order to plan activities to challenge their skills and to help them make good progress in all areas of learning. She is committed to providing a quality service where the needs of the children and parents are taken into account. The childminder has a good understanding about the individual needs of the children in her care and constantly evaluates the provision she is offering. She is a caring, committed person who understands the importance of working with the parents and other settings children may attend to meet the children's individual needs.

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provision

The childminder has a secure understanding about safeguarding children and understands her role and responsibilities. She has a good knowledge of safeguarding procedures and she knows the correct procedure to follow if she has concerns. Policies are in place to underpin children's safety and welfare. These cover, for example, the procedures to deal with sick children, accidents and medication administration. The childminder has a valid first aid training certificate so that she is prepared to deal with any accidents. The safeguarding policy is effectively implemented and parents are shown all of the policies to keep them informed about the service the childminder offers.

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provision

The childminder is enthusiastic and motivated. She has critically reflected on the strengths and areas for improvement in her service. She evaluates her provision regularly through monitoring the activities she provides. She often seeks new groups or resources to keep children interested and works closely in partnership with the parents. She is very keen to attend additional training and has applied to the local authority for a list of courses. Support from other childminders and the early years team enable the childminder to develop and improve her service to promote good outcomes for children. The childminder has a secure understanding of the importance of liaising with other professionals that share the care of the children attending. This ensures children experience continuity of care and supports good outcomes.

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provision

A key strength for the childminder is working in partnership with parents. She establishes good relationships with parents from the start, gathering information to help her meet their children's individual needs. Parents are well informed about the daily activities and care routines through daily verbal discussion and very comprehensive daily diaries. Parents are encouraged to write any necessary messages in this book, providing a good two-way flow of information. All necessary paperwork is in place such as contracts, consent forms, and information about routines and activities. Parents' views are highly respected and valued. They express their views regularly through discussions and by completing a parent questionnaire. Positive comments include 'I have no problems, in fact you are very helpful with my child' and 'My children love coming and being picked up in a car'.

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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 EY443449 Local authority Derbyshire Inspection number 807173 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 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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