Childminder in Leicestershire

Inspection date

Previous inspection date 25/01/2013 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 making good progress across the seven areas of learning as the childminder is skilled at promoting learning through play.  Children are happy and settled and have formed secure relationships with the childminder because she interacts well with them.  The childminder makes sure that her home is safe and well organised so that children can easily select indoor toys and resources for themselves. This helps them grow in confidence and independence.  Children benefit from the good links the childminder has established with parents; she shares information about her practice, children's daily learning activities and care routines to keep parents fully informed.

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It is not yet outstanding because

 There is room to improve resources and activities to support children in being positive about the diverse backgrounds and abilities of other people.  There is scope to extend the range of resources that children can use to practise different movement skills outside.

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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 spent the majority of inspection time with the childminder observing her and the children she was caring for.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the inspection regarding the care provided and activities on offer, and observed children during their play.

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Inspection activities

 The inspector conducted a tour of the premises, and viewed the equipment and resources available for the children.

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Inspection activities

 The inspector looked at children's learning journey records, planning documentation, policies and procedures, and the childminder's self-evaluation.

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Information about the setting

The childminder registered in 2012 on the Early Years Register and the compulsory part of the Childcare Register. She lives with her two children aged nine and five years in the village of Broughton Astley in Leicestershire. The ground floor and first floor bathroom are used for childminding. There is a fully enclosed garden available for outside play. The family's pets include a dog and cat.

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Information about the setting

The childminder visits the shops and park on a regular basis. She is able to collect children from the local schools and pre-schools. There are currently two children on roll, both of whom are within the early years age group and attend on a part-time basis. The childminder operates all year round from 7am to 8pm Monday to Friday, except for family holidays.

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

 extend the range of toys and resources to help further develop children's awareness of people with diverse backgrounds and abilities

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

 enhance children's physical skills by extending opportunities for them to use a more varied range of large play equipment that can be used in different ways, such as tunnels, ladders and things to climb on, so that children can practise gaining greater control over moving their bodies in different ways.

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who attend

Children join in with a broad range of activities which the childminder plans effectively around the seven areas of learning. She observes children as they play and ensures they are making progress across all areas of learning by tracking their development to see that it is in line with developmental milestones. This helps to ensure any areas of concern are promptly addressed with parents, so that every child is assisted to meet their full potential. This focused approach enables the childminder to be clear about children's attainment and the next steps they need to take, so that she can ensure they are always appropriately challenged. As a result, children make good progress towards the early learning goals and enjoy their time with the childminder. Children's individual 'learning journey' records are regularly shared with parents to keep them informed of their child's ongoing learning and development.

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who attend

Children's language development is well promoted. The childminder constantly engages them in conversation and younger children respond well by babbling. A good range of books, flash cards labels and posters encourage children to see and understand that words have meaning, and the childminder talks to children throughout the day, drawing their attention to the different things and naming them in order to build children's vocabulary. Children enjoy joining in familiar action songs, and laugh and gurgle with the childminder as they move their bodies in different ways. This interaction supports many aspects of children's learning and particularly their personal, social and emotional development. Children enjoy making marks with crayons and chalk. Samples of their work are displayed within their 'learning journey' records, which are freely available for them and parents to look at. This helps to openly acknowledge children's achievements and

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who attend

further supports their sense of belonging.

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who attend

Younger children enjoy watching spinning tops go round and pressing buttons on programmable toys to see what happens next. These opportunities help children to understand how things work. The childminder encourages children to develop their simple problem-solving skills during everyday activities. For example, younger children have great fun counting each cup as the childminder helps them to stack them on top of each other. They have even more fun knocking them over so that they can re-build them. Children are surrounded by rich use of mathematical resources, such as posters and number lines. The childminder skilfully uses traditional stories to combine promoting language with learning about mathematical concepts. For example, she skilfully questions children using phrases, such as 'which bear is the biggest' and 'who is the smallest' and 'whose bowl of porridge is empty' and 'whose is full'. Children join in a wide range of craft activities; they enjoy role

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who attend

play, baking and exploring paint and other materials. All of these opportunities enable children to develop effectively in a fun way, while acquiring the skills they will need in their later learning.

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

Children are happy and content because of the effective settling-in arrangements which ensure their individual needs are well met. The childminder provides a calm environment and displays genuine concern for them. Good warm and caring relationships between the childminder and children are evident. Children are valued and the childminder helps them to feel good about themselves by frequently providing positive support, praise and encouragement. Children behave well because the childminder is calm, consistent and polite, and children are encouraged to follow her lead. This helps to build positive attitudes to good social behaviour and increases children's confidence and self-esteem. Children use a range of age-appropriate toys and resources, and the childminder effectively organises her home to enable them to make independent choices about their play. However, children's awareness of others with disabilities and different backgrounds is not routinely

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

promoted. This is because there are fewer resources available to helps promote positive images of diversity.

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

Children are beginning to understand safety matters and learn about what is dangerous and how to keep themselves safe. They learn about fire safety and know the procedure for evacuation in an emergency, which the childminder regularly practises with them. From a young age children know how to sit appropriately at the table for their meals. They develop good self-care skills as they independently feed themselves and learn to wash their hands. The childminder supports children to develop a healthy lifestyle and provides them with a variety of healthy meals and snacks. A menu is provided to give parents information about meal choices, and any food provided for younger children is stored appropriately. The childminder discusses children's individual dietary needs and preferences with parents during settling-in time and ensures these are met. Children rest and sleep according to parent's wishes and their individual needs. Children have regular

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

opportunities to take part in physical activities, both indoors and outdoors. However, there is room to enhance outdoor experiences for children by extending the range of larger play equipment to include things that can be used in different ways, such as tunnels and things to climb on, so that children can learn how to gain greater control of different body movements. Children benefit from a range of activities outside the setting and go for walks around the local community, visit the library and attend toddler groups. Overall, these opportunities help develop children's social skills in preparation for later transitions to nursery and school.

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provision

The childminder displays a robust understanding of her role and responsibility in relation to safeguarding and ensures children's safety is of the highest priority. A written safeguarding policy is in place to underpin effective practice in relation to child protection and the childminder is aware of the signs and symptoms to look out for. This helps to ensure any concerns are swiftly recognised and reported. All areas of the home and garden are risk assessed and action is taken to minimise the potential for harm. The home provides a stimulating and welcoming environment where children feel safe and secure.

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provision

The childminder has an organised and professional approach to her business. She displays a good understanding of both the welfare and learning requirements and is clear about her role in the delivery of the Early Years Foundation Stage Framework. The childminder is a qualified nursery nurse and holds a diploma in early years. She has completed all required courses and has a positive attitude towards further training and development. The childminder is committed to improving her service. She is able to identify areas of strength as well as areas that she would like to develop further, including attending further training. She has systems in place for self-evaluation and uses feedback from the parents to shape the activities and services that she provides. As a result, she promotes effective outcomes for the children.

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provision

The childminder has daily contact with the parents to support her good working relationship. She exchanges information both verbally and in writing about their child's daily activities and care routines. Parents are provided with a comprehensive welcome pack of clearly written policies and procedures, which the childminder uses effectively to provide a safe and welcoming environment. Documentation shows she has good systems in place to support the children and that she takes account of their individual needs. The childminder is aware of the importance of sharing information with other settings and has established good links with the local school, pre-school and Sure Start centre to support continuity of care and learning for each child.

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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 EY445393 Local authority Leicestershire Inspection number 810583 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 3

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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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