Childminder in Leicestershire

Inspection date

Previous inspection date 14/01/2013 04/07/2008

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early years provision

This inspection: 2 Previous inspection: 3 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 feel comfortable and secure with the childminder who provides a relaxed and calm environment where children enjoy making decisions about their play. They have a warm rapport with the childminder who is responsive to their needs.  The childminder has a good understanding of how to promote the health and safety of the children in her care. She has assessed the risks to her premises well and has minimised these so children are able to use all areas of the downstairs and the garden for play.  The childminder understands how children learn. She supports all children to make good progress through child-initiated and structured activities. The accessible resources are developed to meet individual children's interests and keep them motivated.  The childminder attends regular training initiatives and is therefore committed towards her own professional development.

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It is not yet outstanding because

 Self-evaluation is not robust to demonstrate clearly how targets are prioritised and planned for to drive continuous improvement, and how parents and children are involved in this process.

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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 lounge, playroom and dining kitchen.

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Inspection activities

 The inspector spoke with the childminder and children 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 form and a selection of policies and children's records.

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Inspection activities

 The inspector also took account of the views of parents via their references and thank you cards for the childminder.

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Information about the setting

The childminder was registered in 1992 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives in a semi-detached house in the Wigston area of Leicestershire and uses the whole of the downstairs area and enclosed rear garden for childminding. Toilet facilities are provided on the first floor. She lives with her husband and adult daughter. The childminder regularly attends the local parent and toddler group. She visits the local shops and parks on a regular basis. The childminder takes children to, and collects them from local schools and pre-schools. She currently has five children on roll. Of whom, one is in the early years age group who attends for a variety of sessions and four are school-age children who attend before and after school. The childminder is open all year round Monday to Friday, from 7am until 5.30pm except for family holidays agreed in advance

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

 build on self-evaluation by extending how the views of parents and children are incorporated, to further assist in identifying areas for further improvement.

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who attend

Children have freedom to play and explore, which is due to the well-organised and well- equipped provision. Resources are accessible and well utilised to encourage children's play and independence. Children enjoy themselves and are helped to achieve as they have ample opportunities to take part in a variety of interesting, stimulating and fun activities. This enhances their skills for their next stage of learning. The childminder demonstrates a good knowledge and understanding of the Statutory Framework for the Early Years Foundation Stage, therefore children make good progress in their learning and development. Information regarding children's starting points, likes and interests are sought by the childminder. This ensures that appropriate experiences can be provided for each child from the beginning. The childminder has a good awareness of where each child is developmentally and demonstrates that she knows the children well. She undertakes

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who attend

observations of children as they play, and uses the 'Development Matters' guidance to assess where they are in their development. From this information she is identifying their next steps for further progression.

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who attend

The childminder is proactive in developing positive relationships with parents. She shares information with them in the form of her welcome file and daily discussions. Parents are able to comment on each of the observations as needed. Children enjoy completing jigsaw puzzles, at the same time they are learning to problem solve things for themselves and gain a sense of achievement as they complete the puzzle. Whilst completing the jigsaw puzzles they demonstrate excellent concentration levels as they persevere at the task. Children enjoy listening to stories and have a good range of books to choose from. They cuddle up to the childminder and have their favourite story read to them and eagerly press the buttons when promoted to hear the different sounds. Children excitedly sort through the box of musical instruments and try them out, listening to and experimenting with the different sounds. They are eager to talk and have lovely conversations with the

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who attend

childminder as they play. Children notice the change in the weather and their faces light up when they see snow starting to fall. They demonstrate that they are happy and settled with the childminder as one young child starts singing to herself when playing. Children play with the doll's house and act out life situations as they go in and out of the front door and upstairs to bed. One child struggles with getting the play figure through the door, but persists until getting it through. The childminder skilfully stands back and just asks the child if they want any help, but allows the child to achieve for themself. Within the children's learning journeys there is lots of evidence of children's art and craft work, which enables the children to explore different media and materials and develop their skills.

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

The childminder knows the children in her care very well. They have a warm, secure relationship with the childminder and her family. As a result, the children feel confident and enjoy trying new experiences. The childminder has a written record of risk assessments which helps to ensure the areas children use and where they visit outdoors are safe. The childminder keeps procedures and records regarding any accidents, incidents and medication administered to children while in her care. Clear boundaries and routines are established so that children learn what is expected of them. They eagerly help with the tidying away of the activities that they have finished playing with. Children use their manners and respond very well to praise as the childminder recognises their achievements. Through the good range of resources that reflect today's society children are learning well about the wider world as they play.

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

The childminder provides a range of nutritious snacks and meals, and drinks are freely available. This helps to keep children nourished and hydrated. Children who are poor eaters are given lots of different foods to taste and are praised for trying. All meals are taken at the table so children learn good social skills and the childminder eats with the children so acts as a role model for them. Children rest and sleep according to their individual needs and have regular opportunities to take part in physical activities, both indoors and out. They regularly visit the local parks, which helps to develop their physical skills and their knowledge and understanding of the local environment. Children manage their own basic hygiene and personal needs successfully. For example, they wash their hands before and after meals and snacks. Children learn from an early age about appropriate hygiene procedures.

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

The childminder helps prepare children for starting her setting, as they visit beforehand so they can get to know her and feel at ease in her care. The environment provides space for children to move around freely and spread out with their activities on the floor. Children play with resources which they can explore in their own time, and they have access to a good range which is well presented to them and looks inviting and interesting. The childminder rotates the resources to enable the children to be challenged by different things to do.

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provision

The childminder is keen to develop her skills and confidence in childminding and has a realistic view of the quality of provision she provides. She currently identifies her strengths and areas for improvement, but does not fully involve children or parents in the self- evaluation, to help to drive the provision forward and improve the quality of care and learning of the children. She is developing ideas for how she can provide a better service and improve the overall outcomes for children. However, she is not prioritising the improvements, to enable her to monitor the effect on the children's overall development and learning. The childminder is proactive in seeking additional training to improve her own knowledge and provision. She has suitably addressed the recommendations made at her last inspection. The childminder has a secure knowledge of current safeguarding procedures and has completed appropriate first aid training so that any concerns or

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provision

Children's welfare is effectively safeguarded as the childminder has a clear understanding of the safeguarding and welfare requirements and how to keep children safe. She implements a range of good procedures to ensure that children are protected and supervised at all times; these include the vetting of all adults in the household and ensuring visitors to her home are supervised at all times. Detailed written risk assessments are in place and regularly reviewed which help to protect children's safety. The childminder is familiar with her responsibilities in relation to the learning and development requirements. She has a secure understanding of how children learn and monitors their development closely to ensure they are making good progress. The childminder is also aware of the importance of building strong working partnerships with other providers if children attend any other early years settings, to ensure a consistent approach.

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provision

Good partnerships have been developed with parents and a wide range of information is collected at registration to ensure the childminder meets children's needs very well. The childminder confidently discusses individual children's routines, demonstrating how well she knows the children in her care. She is conscientious and caring and ensures parents' requests and children's needs are met at all times. The childminder ensures a two-way sharing of information; this includes the use of in-depth discussions at the end of each day. Achievements and milestones are also highlighted. This helps to keep parents informed of their child's day and any progress made, and keeps the childminder informed of children's development at home. The childminder has many 'thank you' cards from both parents and the children themselves.

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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 225952 Local authority Leicestershire Inspection number 698990 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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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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