Childminder in Leicestershire

Inspection date

Previous inspection date 15/01/2013 Not Applicable

p.1

early years provision

This inspection: 3 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 3

p.1

This provision is satisfactory

 The childminder is kind and caring and provides sensitive support to children to help them settle. They develop warm relationships with her which means they feel safe and secure.  The childminder works effectively with parents to ensure that there is consistency for young children in their routines which supports their transition between home and her care.  Children make good progress in their communication and language development because the childminder supports this well through her good quality interaction.

p.1

It is not yet good because

 Activities do not consistently take account of what each child already knows and can do, so children are not always provided with appropriate challenges to extend their learning.  Parents do not contribute to the initial assessment of children's starting points for learning, which means that the childminder does not gain a full picture of the child at the outset.  Self-evaluation is not yet robust enough to accurately identify the priorities for improvement across the provision.

p.1

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.

p.2

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.

p.2

Inspection activities

 The inspector observed children's activities in the main indoor ground floor play areas.

p.2

Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the inspection.  The inspector looked at children's observation and assessment records.

p.2

Inspection activities

 The inspector checked evidence of the childminder's attendance at required training and a selection of policies and children's records.

p.2

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 and three children; one of whom is an adult and the others are aged 16 and 13 years. The family live in the Thurmaston area of Leicester. The whole of the ground floor is used for childminding along with the bathroom on the first floor and the rear garden. The family keep several pets, including two small dogs and a cockatiel.

p.2

Information about the setting

The childminder attends activities at the local children's centre, toddler groups and library. She visits the shops and nearby country park on a regular basis. She collects children from the local schools and pre-schools.

p.3

Information about the setting

There are currently four children on roll, two of whom are in the early years age group and who attend for a variety of sessions. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except public holidays and family holidays.

p.3

must:

 develop the educational programme by consistently planning activities to offer challenges which support each child's individual stage of development.

p.3

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

 extend the range of information shared with parents to enable them to contribute to the initial assessment of children's starting points so that children's learning is more effectively supported from the outset

p.3

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

 improve the systems for self-evaluation by reflecting on all aspects of the childminding provision and clearly prioritising and planning targets in order to ensure continuous improvement.

p.3

who attend

Children are making generally good progress in their development. This is because the childminder creates a warm, welcoming environment with a wide selection of toys and resources. She creates a calm and relaxed atmosphere and gently supports and encourages children to move around and explore. The childminder is thorough in gaining information from parents to help children to settle with her but this does not yet extend to include details about what they can already do in relation to their learning and development. This means that starting points for children's learning are not swiftly identified; this impacts on the progress that they make because the childminder is unclear, initially, what level of challenge to provide. Once children have settled, she makes some useful observations of what they can do and has implemented secure systems of assessment in order to ensure that she effectively monitors their continued progress and

p.3

who attend

identifies any gaps in their learning. However, when planning activities, she does not consistently take account of this information, this means children are not provided with challenges which support and extend their learning.

p.4

who attend

Resources are well organised and easily accessible and more confident children freely move around, selecting what they want to play with. In doing so, they develop good levels of independence and self-confidence. The childminder provides good quality interaction; she entices children who are less confident by displaying a keen interest herself and demonstrating the use of toys. The childminder supports young children's developing communication skills well. For example, she describes her actions and those of the children, as she plays with them, so that children begin to link words to actions and objects. She supports their speaking skills by repeating the sounds that they make and showing interest and pleasure with their efforts.

p.4

who attend

Children enjoy regular opportunities to practise their physical skills. The childminder provides a good range of resources which encourage them to handle and manipulate things, such as play dough and toys with buttons to press. Whilst playing with play dough, young children enjoy exploring the texture and begin to differentiate colour. Cause and effect toys capture children's interest; initially, they watch as the childminder demonstrates pushing the button to generate music and then copy her actions repeatedly. They learn to control their movements and gain an understanding that their actions cause a specific action. The childminder organises her weekly routine to ensure that children have outings in the local community; to toddler groups, parks and shops. These outings provide regular opportunities for children to see people and things beyond the home environment and help them to begin to learn about the wider world. This also helps them

p.4

who attend

prepare for transitions to school as they interact with a range of people.

p.4

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

The childminder shares relevant information with parents at the outset, discussing children's routines in detail, to ensure that there is consistency for young children. This helps them to begin to understand what is going to happen next and supports their sense of security. She ensures she gathers information relating to children's preferences and uses this information to help children settle into her care. She is kind and caring, demonstrating warmth and compassion to young children who are finding separation from parents difficult. She comforts them by their preferred methods, making sure that they have comforters from home to help them manage their feelings. She gently encourages them to engage in play by enticing them with toys that she knows are favourites, making sure that she remains close by, for ongoing reassurance.

p.4

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

Children slowly gain the confidence to separate from her and to begin to interact with others. The childminder's sensitivity and high levels of attention mean children are gaining a strong sense of security and are forming warm and trusting relationships with her, easing their move between home and her care. The childminder ensures that routines include regular visits to local facilities, such as, toddler groups, so that children gain in confidence away from the home environment. This supports them in making transitions to group care as they near school-age.

p.4

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

The childminder contributes to children's understanding of how to keep themselves safe by providing good levels of support. She remains close by as children gain the confidence to explore and offers lots of support and reassurance. She ensures that daily routines incorporate good safety practises, such as, ensuring harnesses are fastened on high chairs and gives simple explanations as she does this to help develop children's understanding.

p.5

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

Children's good health is promoted well because the childminder maintains high standards of hygiene and cleanliness within the home and implements good personal hygiene routines with the children. She works effectively with parents to ensure children have balanced meals and ensures that children eat at regular times. High priority is given to outdoor times and children enjoy fresh air and physical activity in a variety of ways, including dog walks, nature walks, play times in the garden, visits to local play parks and outings to the nearby country park.

p.5

provision

The childminder understands her responsibilities regarding the implementation of the Early Years Foundation Stage. She has devised a useful range of policies and documentation which supports her to do this and, in the main, these are effective in ensuring the smooth running of her provision. The childminder is clear about her role in relation to promoting children's welfare and protecting them from harm. She effectively minimises the risk of accidents in the home by providing good levels of supervision and ensuring appropriate safety equipment is in place. She has equipment, such as, a first aid kit, fire blanket and smoke detectors, all maintained in good working order, and ready to hand in the event of an accident or emergency. She demonstrates a good understanding of her responsibilities in relation to child protection. She has a clear policy in place along with a number of meticulously filed reference materials which provide advice and guidance.

p.5

provision

The childminder has a sound understanding of her responsibilities relating to children's learning and development and creates an environment which helps each of them to make, generally, good progress. She is aware of the importance of establishing effective partnerships with parents and with others. She shares information with parents each day so they are fully aware of what their children have been doing. She has given appropriate consideration to how she will establish relationships with other settings when this becomes relevant to her, in order to ensure children's needs continue to be met. She uses appropriate documentation to ensure that children are making suitable progress across all areas of their learning.

p.5

provision

The childminder demonstrates a desire to improve her provision by actively seeking advice and support from internet sites and other local childminders and takes on board their suggestions. She is a newly registered provider and is in the early stages of evaluating her provision. She has begun to devise an improvement plan which includes some relevant areas for further development. However, self-evaluation is not yet robust enough to ensure that all aspects of the childminding provision are reviewed. Consequently, there are weaknesses in planning and in initial assessments which mean that children's progress is not as good as it could be.

p.5

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

p.6

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.

p.6

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.

p.6

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.

p.7

Setting details

Unique reference number EY449635 Local authority Leicestershire Inspection number 808370 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

p.7

Name of provider

Date of previous inspection Not applicable

p.7

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.

p.7

Type of provision

For the purposes of this inspection the following definitions apply:

p.7

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.

p.7

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.

p.7

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,

p.8

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’.

p.9

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.9