Childminder in Nottinghamshire

Inspection date

Previous inspection date 06/02/2013 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

 Children have good relationships with the childminder. They are happy and settled as they play in a warm, welcoming environment.  Children explore a range of toys and activities suitable for their stage of development and which support their interests.  The childminder works suitably with parents to ensure there is a two-way flow of information and a continuity of care.

p.1

It is not yet good because

 The childminder does not fully analyse the information gained through her observations of the children at play to extend their current stage of learning. Consequently, this information is not fully incorporated into planning to help children make good progress.  The childminder has started to review her provision using self-evaluation. However, this is not reflective and she has not involved parents or children in identifying priorities for improvement of 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 activities in the lounge and dining room.

p.2

Inspection activities

 The inspector spoke with the childminder, her co-minder and children at appropriate times throughout the observations.

p.2

Inspection activities

 The inspector looked at children's developmental and care records, planning documentation, and a selection of policies.

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 works with another childminder at their mid-terrace house on the outskirts of Nottingham and uses the whole of the downstairs area. The co-minder has a rabbit and a cat as pets. The childminder visits the local shops and parks on a regular basis. She attends the local parent and toddler group and takes and collects children from local schools and nurseries.

p.2

Information about the setting

The childminder currently has two children on roll. Both are in the early years age group and attend for a variety of sessions. She is open all year round, Monday to Friday, from 8am to 5.30pm, except for family holidays and bank holidays. The childminder is a member of the National Childminding Association.

p.2

must:

 develop the assessment and planning to shape learning experiences for each individual child, reflecting on observations and linking them to children's development.

p.3

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

 develop self-evaluation in order to: identify areas for development; put in place an action plan for improvement; seek the views of parents and children.

p.3

who attend

Children are secure and move freely between the activities that are offered to them. The childminder has a satisfactory understanding of the learning and development requirements and of the seven areas of learning. She demonstrates an acceptable understanding of the 'Development Matters in the Early Years Foundation Stage' guidance to ensure children make satisfactory progress. The childminder is aware of the children and what they can do and like doing. She is starting to carry out suitable observations of children at play and keeps brief records of their achievements. She makes a rudimentary analysis of her observations and intuitively plans for the next stages of the children's education. Consequently, plans do not fully identify the next steps in children's development in order to be fully effective in moving them on in their learning. The childminder acknowledges the children's interests and their preferred play materials. This

p.3

who attend

provides an adequate range of activities.

p.3

who attend

The childminder has reviewed the information with regard to the two year progress check, and therefore, has a basic understanding of her responsibilities. She understands how to involve parents in the process, so that they can share what they know about children's learning. Hence, she shows an appropriate attitude towards meeting her responsibilities with regard to checking that the younger children are meeting their expected milestones. The childminder's planning is very flexible she plans her days with children around their interests and from the parent's requests. However, she does not plan activities that link to the prime and specific areas of learning or devise planning to build on children's individual learning needs to ensure that they continue to make further progress and to prepare them for the next stage in their learning, such as school.

p.3

who attend

Children are settled, animated and happy. The childminder asks lots of questions that encourage children to think. For example, when sitting looking at an animal book together, the childminder asks questions about the different animals. The childminder attends social groups with the children and sings with them, carrying out the actions to the familiar songs that they have learnt. These activities, completed in the home and at groups, help children to repeat activities and reinforce their learning. Children enjoy playing with the train track and move the line of trains along. They play the musical instruments and join in with the singing. Children are beginning to use their imagination as they play in the role play kitchen. They enjoy stories and books with the childminder and they sit on her knee to listen. Story books are accessible, children use them independently and sit to turn the pages themselves. This enhances their early literacy skills. Younger

p.4

who attend

children begin to explore new vocabulary because the childminder talks with them consistently about what they are doing and encourages them to respond to her.

p.4

who attend

Children explore early technology as they press buttons to make lights flash and make sounds on the interactive books. They press buttons on the play phone as they pretend to talk to their mummy. The childminder helps children to stack different sized beakers and they enjoy putting them away. Consequently, they begin to understand shape and size as they manipulate and construct with the beakers. The childminder works well with parents to help children to settle. She encourages parents to share what they know about their children and keeps them informed of their children's progress. For example, through her initial discussions when the child first starts and then through regular daily communication.

p.4

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

Children demonstrate that they feel secure and form good emotional attachments with the childminder. They benefit from regular visits to toddler groups and other social activities that enable them to develop confidence in new experiences. For example, singing time at the local library. Children enjoy cuddles as they sit close by her listening to stories. The childminder responds to children's comments enthusiastically and is genuinely interested in what they do and say, which raises their confidence and promotes their self-esteem well.

p.4

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

The childminder works with parents to meet all dietary needs and ensure that all children are nourished. Children help themselves to a drink as they become thirsty, which ensures that they stay hydrated. The childminder helps children to develop good health routines and praises them for all their achievements. Children have opportunities to explore the community around them, develop their physical skills and get plenty of fresh air. They regularly visit the local parks to enable them to use the challenging play equipment and begin to have an understanding of risks and how to manage them.

p.4

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

New children settle well because the childminder uses a thorough introduction for every new child and family. She invites parents to bring children to visit several times and gradually extends their time with her. She liaises with parents to establish children's care routine from home. This supports consistent care between her and the families. The childminder completes risk assessments and this minimises hazards to children to promote their well-being. Children develop an understanding of their own safety because the childminder makes sure that daily opportunities are included to learn about safety. Emergency evacuation is planned and shows a proactive approach towards helping children to understand safety.

p.4

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

The childminder offers resources and activities to children that are selected to meet their development and interest. They are of good quality and there is a wide range. The childminder suitably manages children's behaviour according to their level of understanding. Children's behaviour is good and they are confident. They are encouraged to take their turn as they are supported by the childminder to build a tower with the stacking beakers.

p.5

provision

The childminder has a satisfactory knowledge of her role in meeting the learning, development and welfare requirements of the Early Years Foundation Stage. She works closely with the co-minder to help her keep up-to-date with changes in practice. This ensures that children's care is consistent and they understand the boundaries, which helps to keep them safe. She has a positive attitude to equal opportunities and welcomes all children and families into the home. The childminder is aware of the requirement to complete a two year progress check. She has begun to discuss the information she has gained through her observations of the children's progress with the parents that will be used to inform the progress check.

p.5

provision

The childminder ensures that procedures, as required by the safeguarding and welfare requirements of the Early Years Foundation Stage, are in place. She demonstrates a satisfactory understanding of her role and responsibilities with regards to safeguarding and promoting children's welfare. She knows the procedures to follow if she has any concerns about a child. Parents are provided with copies of safeguarding procedures to ensure that they understand them. The childminder ensures that children's welfare is assured. She uses a range of written policies, including accidents, medication, and health and safety, to ensure that there is a clear professional agreement with parents. She conducts regular risk assessments indoors and prior to going on outings to adequately minimise the hazards to children's safety. Children are secure in the home, enjoy their play and learning and are confident. Consequently, children have a positive experience that

p.5

provision

The childminder has access to a range of training courses to improve her knowledge and understanding of being a childminder. She speaks with parents and has established a warm relationship with regard to children's care, learning and development. However, they do not yet have involvement in the drive for improvement and evaluative work that is undertaken by the childminder. She is aware of the sharing partnership needed to work with other settings offering the Early Years Foundation Stage that children attend. The childminder has started to carry out self-evaluation to identify the quality and impact of the provision in supporting children's learning and development. Although she identifies her main strengths and weaknesses there are not always accurate. She sometimes evaluates her practices more strongly than they are.

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 EY446009 Local authority Nottingham City Inspection number 811789 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 2

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