Elliott, Daniella Marie

Inspection date

Previous inspection date 14/01/2013 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 are confident, happy, motivated and settled with the childminder. They have good relationships with her and have fun.  The childminder knows the children well. She is skilled in providing them with individualised experiences and encouraging them to reach their individual potential. The childminder ensures the children experience a rich range of opportunities across all of the areas of learning.  Partnerships with parents are good as the childminder works effectively with them to ensure continuity of care and learning for children. She keeps them well-informed both through written information and daily verbal communication.  The childminder installs a sense of well-being as children are, and feel, safe with her.

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It is not yet outstanding because

 Children have less opportunity to learn about different communities, people and society as they have less opportunity for outings into the community.  There is less opportunity to extend children's learning into the home as the childminder is in the process of finding different ways of engaging all parents through different methods of communication.

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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 between the childminder and children. The inspector supplemented all observations with pertinent questions.

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Inspection activities

 Detailed discussions were held with the childminder about what, and how, she provides for the children in her care, how she meets children's needs and works with parents. She also shared her plans for the future of her provision and how she intends to develop her skills moving forward.

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Inspection activities

 The inspector looked at the children's development records, photographs and displays and examined her policies and procedures.

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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 partner in a house in Old Tupton, Chesterfield in Derbyshire. The childminder uses the whole of the ground floor, the bathroom and the third bedroom on the first floor and the rear garden for childminding. The family have a dog and rabbit as pets. The childminder works with an assistant and they both hold appropriate early years qualifications at level 3. She visits the local woods and park on a regular basis.

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Information about the setting

There are currently six children on roll who are within the early years age group and attend for a variety of sessions. The childminder is open all year round from 7.30am to 6pm from Monday to Friday, except for family holidays. She works flexible hours to meet parent's needs.

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

 enhance further opportunities for children to extend their understanding of the world with regard to people and communities by increasing outings into the community

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

 extend the ways of engaging all parents in children's learning at home by using different methods of communication.

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who attend

Children develop a positive attitude to learning because activities and experiences are based on their interests and are achievable yet challenging. The childminder provides a good range of focused themed and child-led activities which have depth and breadth across the seven areas of learning. A good knowledge of each child allows her to plan for different abilities and preferences. Children's learning is enriched as the childminder plans individualised, stimulating activities by effectively using information gained by the weekly discussions with her assistant, reference to children's assessment records and responding to their interests and ideas. They are offered activities when they arrive which the childminder skilfully extends by responding to their interest. For example, a train track is enjoyed by children and their learning is enriched as they choose additional resources to enhance their own play. This is further developed by discussions and watching trains

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who attend

Children are well-supported to develop their communication and language skills as the childminder holds rich conversations with them. She is skilled in adapting her conversations and questions to ensure that individual children's communication and language skills are promoted according to the stage of development they are at. Children's communication is enhanced by a rich range of text on display in the setting. For example, boxes of resources are labelled with text and pictures to enable the children to self-select and increase their awareness of written word. A 'learning bear' is used effectively by the childminder to promote children's listening skills and communication. She uses the bear to encourage 'good listening' and 'good sitting'. The bear is also used to give confidence to quieter children and as a comforter. Children are supported to join in planned group time for stories and singing and are actively encouraged to tidy away resources and help with

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who attend

appropriate jobs. As a result, children are developing the key skills necessary, in readiness for school.

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who attend

Activities to enable early writing are well-supported. For example, a writing resource box is always available and the childminder provides different activities which encourage early writing. For example, snow writing and within messy play. Daily opportunities are provided for children to enjoy craft activities and messy play. They enjoy a rich range of activities to explore and experiment, including, printing, foam, pasta and making play dough. Other opportunities enhance children's natural curiosity to investigate and discover. Children make sound and colour bottles and treasure baskets are readily available. Babies and toddlers visual stimulation and their self-identity is enhanced as low-level mirrors are in place. They use them. with the childminder, to explore feeling and emotions. All children's imagination is enhanced as they are actively involved in both planned and spontaneous role play and small world.

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who attend

Children learn about the environment around them as they enjoy visits to the woods. They look for insects and enjoy a 'bear hunt'. Learning about nature is enhanced as they find bees in the garden and visit a nature reserve where they find butterflies and bugs. Their learning is enhanced as the theme is continued at home as the children use small world insects in sand and use sticks and leaves they have collected to extend their activity. Natural resources, such as leaves are extensively used in activities, such as craft and for colour recognition and counting. Children further develop their understanding of mathematical concepts as they are involved in planned and self-choice activities. For example, they make a number display and spontaneously count during routines and activities.

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who attend

Children's learning is enhanced as the childminder ensures parents are involved in, and fully informed about, their children's development. They share and make their own observations about their children's progress. These observations are then used in their children's progress records. Parents receive regular information about the activities that the children have the opportunity to undertake. Children's learning is enhanced as the childminder has devised an 'activity leaf' which is given to parents with ideas for activities to do at home, which are linked to their child's individual progress. However, some parents do not readily participate with this, and therefore, alternative ways to engage them to extend activities into the home would enhance children's progress.

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

Children's individual needs and personalities are recognised and met well by the childminder. The children have appropriate bonds and attachments with her and her assistant. They share warm and caring relationships, which ensures that children feel happy and settled. Children behave well and are learning about respect, socialisation and self-care as they respond to the consistent rules devised by the children and childminder. Their self-esteem is promoted as the childminder has an 'achievement tree' where children's social and learning progress with the childminder and at home is celebrated. Children are encouraged to have a sense of ownership within the setting as their opinions about all aspects of the provision are sought by discussion and by them drawing pictures about how they feel. They make self-care notices which also act as reminders for them, such as hand washing.

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

Children learn about different people and communities as they undertake international and national celebrations and events. For example, they discuss and paint pictures for Remembrance Sunday. Currently, children do not gain a full sense of their world, society or different communities as visits into the community are less available.

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

Children's physical skills are enhanced as they undertake activities that help them to keep fit and undertake physical challenges safely. For example, they are challenged as they use outdoor equipment in parks and in the home. They are enabled to take risks safely as they access the steps in the garden. Children are actively learning to keep themselves safe as they undertake safety routines and discuss possible safety issues both in the home and on outings. Their learning about healthy eating is enhanced through activities, such as making pictures of fruit for the snack area and cooking activities. This is supported by a healthy eating menu provided by the childminder.

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

Children are well-prepared for their next stage of learning as the childminder supports them well to develop their social and independence skills. Children are effectively supported to make transitions to full-time education as the childminder liaises well with other providers delivering the Early Years Foundation Stage for children, to ensure progression and continuity of learning and care.

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provision

Children are kept safe and their well-being is assured as the childminder and her assistant have a secure knowledge and understanding of safeguarding issues and the procedures to follow. All of which are supported by an effective safeguarding policy. Children's welfare is enhanced by consistent safety and care routines. These are reinforced by the maintenance of effective documentation that meet requirements well and ensure parents are well- informed. The childminder has ensured her assistant has completed an efficient induction process and they are both very clear about their individual roles and responsibilities. An effective key person system ensures children's well-being is promoted.

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provision

Children are making good progress in their learning as the childminder is knowledgeable about all aspects of the Statutory Framework for the Early Years Foundation Stage. There are rigorous systems to observe, assess and monitor each child's progress and future development. The gathering of detailed information assures that their individual needs are well-met. For example, when a child enters the setting and ongoing clear information is gathered about children's starting points, interests, developmental stages and care needs. Younger children's progress is well-identified as there is an efficient progress check at age two.

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provision

Children benefit from the strong partnerships with parents and other providers which are well-established and make a strong contribution to meeting children's needs. Parents are kept well-informed about the setting and their child. They have access to their child's development records and daily diaries ensure there is effective two-way communication. Daily verbal discussions are held to ensure parents and the childminder are fully informed about the child's needs. To ensure continuity in their children's learning the childminder is proactive in liaising with other childcare providers and schools in the area.

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provision

The childminder and her assistant are keen to provide the best quality care and learning for children and strive to continually improve their practice. Children's experience is enhanced as the childminder has developed a very good self-evaluation on all aspects of the provision. Reflection on her practice is effective. Activities and children's experiences are evaluated by the childminder and her assistant. She has a secure understanding of the setting's strengths and areas to develop to improve learning experiences for all children. Therefore, outcomes for children are being continually improved.

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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 EY447517 Local authority Derbyshire Inspection number 808348 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 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.

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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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