Childminder in Derby

Inspection date

Previous inspection date 25/01/2013 16/06/2009

p.1

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

p.1

This provision is good

 Children access a very secure and safe setting where their well-being is effectively prioritised.  The childminder has a good understanding of how children learn and is skilled at extending their learning through play.  Activities are well resourced and accurately meet the different developmental needs of the children who attend. Children have a good level of challenge and, consequently, make good progress.  The childminder is committed to providing an inclusive service and works effectively with parents to meet the individual requirements of each and every child.

p.1

It is not yet outstanding because

 Parents are not regularly asked for their views on how to improve the setting for the benefit of their children.  Children's ability to swiftly recognise letters and numerals is not fully supported. The setting does not regularly display printed words and numbers in displays or as labels on resources.

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 activities in the main playrooms and checked the outside learning environment and all other areas of the home used for childminding.

p.2

Inspection activities

 The inspector spoke to the childminder at appropriate points throughout the inspection and had discussions with the co-childminder and assistants about their roles and responsibilities.

p.2

Inspection activities

 The inspector looked at children's assessment records, planning documentation, evidence of suitability of others working within the setting, the provider's self- evaluation information and a range of other documentation.

p.2

Information about the setting

The childminder has been registered since 2005. She is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She works at another childminder's address alongside this childminder and an assistant. Both childminders have equal responsibility for the childminding practice. The whole of the ground floor of the house is used for childminding. Children have access to a secure outdoor play area.

p.2

Information about the setting

There are currently 12 children attending the setting, all of whom are in the early years age range. Children attend on a full or part time basis. Opening hours are variable to meet the needs of parents working at the local hospital. The childminder is a member of the National Childminding Association.

p.3

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

 provide more opportunities for parents to contribute to the evaluation of the setting so that they are able to consider the impact of the care provided on their individual children and positively influence the future provision for their benefit

p.3

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

 increase the use of printed words and numerals in the setting so children become quickly familiar with the way names and numbers are depicted in print.

p.3

who attend

Children are happy and settled, fruitfully engaged and full of enthusiasm. They display a positive attitude towards taking part in all activities and show familiarity with the routines and rules of the home. Their learning is effectively facilitated by the stimulating environment and by the skill of the childminder and her colleagues. Children's learning is extended through the successful use of open questions and a sense of fun. For example, during outside play they go on an 'animal hunt' finding the different statues in the garden. Children enjoy the excitement of seeking them out and are encouraged to show what they know as they are asked about the sounds they make or where they live. This encourages them to develop their communication skills, increases their understanding of the natural world and promotes their physical development as they explore the outside area.

p.3

who attend

Teaching techniques are effective as the childminder provides a good mix of adult-led activities and child-directed play. She encourages children to work things out for themselves but is on hand to intervene and offer support. For example, she allows plenty of time for a child to decide which piece of jigsaw to try and fit and encourages them to turn it into the correct position. When this fails to work, she asks what colour they can see and the child quickly matches the new piece by lining up the matching colour. Children beam as they correctly slot the piece in, showing a positive sense of achievement. Their problem-solving skills are successfully developed alongside improved dexterity as a result of the childminder's effective approach. Secure planning and monitoring across the seven areas of learning ensures all aspects are successfully included in the activities on offer, while skilful questioning ensures that activities are tailored to meet children's individual

p.3

who attend

next steps. Consequently, children are making good progress towards the early learning goals.

p.4

who attend

Children's early writing skills are developing well as even young babies are encouraged to make marks in paint and other substances. Older children enjoy using the white boards that are displayed in the main play area and which are available throughout the day. Children use these in different ways, simply using pens to make marks or bringing the boards into imaginative play and writing for a purpose. Some children recognise their own names in print and make good attempts at writing their names as they label their own work. Apart from books, however, there is little printed material in the setting. Items and areas are not labelled to encourage children to swiftly recognise letters and numerals in printed form. Children are able to count as they take part in activities, such as number songs and counting the blocks used in construction, but do not quickly recognise the numerals that correspond to number. An understanding of size and volume is effectively

p.4

who attend

developed as they take part in water or sand play activities, transferring water from different containers and filling up buckets and moulds. Children's physical skills are well promoted with plenty of opportunities for active play, both indoor and out. They enjoy using a range of equipment in the garden and also go on trips to the local grassy area, where they have ample space to run around freely, jumping, skipping and chasing each other about.

p.4

who attend

Children's starting points on entry include parents' views about what their children can do. As a result, the childminder has a secure baseline in place from which to measure children's progress. Learning through play ensures that all children are fully engaged and key skills for future learning are swiftly developed. Activities such as circle time help children develop their concentration and confidence to speak out in a group, enabling them to be ready for their next stages of learning. They enjoy taking part in discussions about what day of the week it is and the type of weather they are experiencing. They sit in a group well, showing good listening skills and effective turn-taking. Overall, the homely setting provides them with a relaxing environment in which to learn and develop.

p.4

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

The childminder, her co-childminder and assistant are effectively deployed so that children receive high levels of supervision at all times. For instance, as one childminder prepares dinner, the assistant sets up the tables while the other childminder plays alongside children keeping them occupied and engaged. Children benefit from the high levels of attention and build strong relationships with them as a result. They know that their individual needs will be promptly met as they are given lots of support, cuddles and praise. The childminder and her colleagues are extremely attentive, providing genuine warmth and affection to every child. This enables children to feel safe and secure, giving them the confidence to develop their independence and explore the environment. Consequently, children are emotionally secure, forming strong attachments to their carers and to the other children who attend. They develop good skills for future learning,

p.4

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

confidently responding to questions as they play, correctly identifying colours and explaining their ideas. They understand the need to take turns and to listen to each other at circle time. Such skills help them to make a smooth transition to school when the time comes. Children also develop their self-care skills as they are reminded to wash their hands before meals and after visiting the toilet. They enjoy a varied diet as the childminder provides a cooked lunch and regular snacks throughout the day.

p.5

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

Each child's personality, likes and dislikes, are fully respected and catered for. Dietary and religious requirements are precisely met as the childminder works successfully with parents to ensure that children receive the correct food for their individual needs, including vegetarian options and halal. This is done in a sensitive and inclusive manner, ensuring all children are fully included in the setting. Any changes or concerns regarding children's care needs are promptly discussed with parents, ensuring that they receive consistent care and prompt attention if required. For instance, accidents in the setting are fully discussed to ensure parents are clear about the treatment given and any follow up care that may be required.

p.5

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

Thoughtful resourcing ensures that all age groups have a good range of age-appropriate activities and toys to meet their needs. For instance, during a planned activity using jigsaws, the childminder ensures that she has large peg jigsaws for younger children and more complex ones with a larger number of pieces for older children to complete. Consequently, all children are able to benefit from the activity as they use resources that interest and challenge them. Similarly, all ages take part in creative activities, designing pictures to their own satisfaction. The childminder values all their efforts and displays these within the setting. This encourages children to take pleasure in their creations and builds positive self-esteem.

p.5

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

Children's understanding of how to keep themselves safe is also encouraged. They take part in regular evacuation drills and know that they have to tidy away toys before getting more out so that the playroom remains safe and suitable for use. They show a sense of security in their surroundings, moving around with confidence. In good weather they enjoy the freedom of both indoor and outdoor space as they have free access to the fully enclosed garden. Babies and toddlers have ample space to crawl and climb as the main play area is kept clear while older children develop their independence as they move around freely, pretending to be mummies and daddies in the playhouse, getting dolls out and using the toy kitchen. Consequently, children of all ages and abilities are eager to learn and play in this welcoming provision.

p.5

provision

The childminder has considerably improved the setting since the last inspection. She has updated all policies and procedures and these are now in line with current legislation and guidance. Children benefit as their welfare and safety is top priority with clear policies underpinning effective practice. Self-evaluation is used regularly to continually drive the setting forward. The childminder regularly discusses practice with her co-childminder and assistants, looking at new ways to work and making changes to improve children's experiences. She reflects on the impact of any changes and takes account of the views of her colleagues, switching back to old ways of working if these are more effective. For example, she trials a change in routine to see if children respond better to different mealtimes. The childminder chats to parents on a daily basis to ensure they are happy with their child's care but does not provide many more opportunities for them to

p.5

provision

contribute to the development of the setting. Therefore, they are not regularly encouraged to share positive suggestions for how to improve the setting further for the benefit of their children.

p.6

provision

The home is well maintained and provides a stimulating environment where children can fulfil their natural desire to explore and investigate. They enjoy accessing the designated playroom and are confident in accessing the resources. All activities are well set out and furniture is age-appropriate and safe for use. Children freely move around the conservatory, playing imaginatively in the home corner, accessing the books and jigsaws and taking part in group activities run by the childminder or her assistant. Throughout the day they are keen to explore and play, demonstrating high levels of involvement in all activities.

p.6

provision

There are successful systems in place to observe, assess and monitor each child's development. The childminder knows the children well and is aware of their individual levels of development. She ensures that activities span the seven areas of learning and that children make good progress across them all as she tracks their development regularly. This ensures any gaps in development are promptly noticed and addressed. Consequently, children's emerging needs are followed up in a timely fashion. Progress towards the early learning goals is reviewed and summarised regularly. This is shared with parents in an easily understood format, enabling them to understand what their children have achieved and giving them an idea for how to help them move forward. Where additional needs are identified, the childminder is aware of how to access professional support. She is dedicated to working in partnership with parents and welcomes the chance

p.6

provision

to work alongside any appropriate specialists, such as speech therapists, to help children reach their full potential.

p.6

provision

Children's safety is paramount. The childminder and her colleagues understand the signs and symptoms that may indicate abuse and know how to report any concerns. A full written policy is in place to support effective practice and consideration has been made to the appropriate use of cameras and mobile phones within the setting, to protect children's well-being. The environment is fully risk assessed and all external doors are secure, with a security camera in place so that callers to the home can be identified prior to admittance.

p.6

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.7

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.7

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 EY316120 Local authority Derby, City of Inspection number 820464 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.8

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.

p.8

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.

p.8

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