Childminder in Leicestershire

Inspection date

Previous inspection date 12/02/2013 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 form strong emotional attachments with the childminder as she is warm and nurturing, this helps them to settle and feel secure.  Children make good progress in their learning due to the positive interaction of the childminder.  Children are kept safe because the childminder assesses and minimises risks to the premises both indoors and outdoors.  The childminder builds good relationships with parents and other settings and keeps them well informed and involved in children's learning and development.  The childminder reflects on her practice to identify areas for development. She is motivated and demonstrates a positive drive for continuous improvement.

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It is not yet outstanding because

 There is scope to extend children's opportunities to explore and discover the natural world and participate in practical activities indoors and outdoors, to further promote their understanding of the world.

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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 conducted a tour of the premises during the inspection.

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Inspection activities

 The inspector observed the childminder's practice and children's activities and routines indoors.  The inspector looked at children's information and development records.

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Inspection activities

 The inspector engaged in ongoing discussion with the childminder and samples of policies and other records, were checked.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder and discussed her self-evaluation form and improvement plan.

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Inspection activities

 The inspector took account of the views of parents and carers from information included in questionnaires.

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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 two children aged seven and five years in Earl Shilton, Leicestershire. The whole of the ground floor along with two of the upstairs bedrooms and family bathroom are used for childminding. There is an enclosed rear garden which is accessible to children. She visits the local park on a regular basis and collects children from local schools and pre-schools. The family has a pet dog.

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Information about the setting

There are currently three children on roll, of whom, two are in the early years age group and one is a school-age child who attends before and after school. They attend for a variety of sessions. The childminder operates all year round, except for family holidays, from Monday to Friday between 7am to 6pm. She also works alternate weekends from 9am to 4pm.

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

 extend the use of outdoors to enable children to investigate the natural world and increase their understanding of plants, animals, natural and found objects; and provide more practical activities, for example, baking, where children can learn about the characteristics of liquids and solids.

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who attend

The childminder organises her home effectively to create a stimulating and challenging place for children to play. There is a good range of resources on offer and children are encouraged to access these independently and initiate their own play. The childminder ensures resources are relevant to children's interests and that they have uninterrupted time to play and explore. This makes the environment conducive to children's learning. Children develop their creativity and imagination as they use a range of craft resources to design and produce pictures. They explore the colour and texture of paint with brushes, sponges and their hands and create different effects and patterns on paper. Children particularly enjoy imaginative play where they can express their thoughts, ideas and feelings in a variety of ways, such as dressing up and re-enacting familiar scenes with small world figures. Children's communication and language skills are well promoted. The

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who attend

childminder fosters children's enjoyment of spoken and written language through interesting and stimulating activities. She interacts positively as they play, talking with them and asking open-ended questions to build their vocabulary and encourage them to expand on what they say. Children enjoy listening to stories and the environment is rich in print with labelling on toy boxes and posters showing familiar events and activities in pictures and words. Books and activities are used to enhance their awareness of the wider world and help children learn about similarities and differences. Children are supported to recognise and write their name.

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who attend

The childminder is developing a good knowledge of the learning and development requirements within the Early Years Foundation Stage. She has devised an effective educational programme where observation and assessment are used to guide her activity planning and intervention. As a result, children make good progress and their learning is a continuous journey. The activities provided are based on children's level of ability and are challenging and enjoyable. All areas of learning are covered, although there is scope to extend activities, indoors and outdoors, to further promote children's understanding of the world. Children have less opportunity to explore the natural world and engage in practical activities, such as baking, where they can learn about processes and products.

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who attend

The childminder communicates well with parents, effective steps are taken to gather and share information about children's learning. At the start of placement she gathers as much information as possible about each child so that she is knowledgeable about their individual care and learning needs. The childminder takes time to chat and share information with parents and they regularly access information, such as daily diaries and learning profiles so they are aware what their child does each day and what they learn. The childminder encourages their views and comments and gives parents ideas about how they can support their child's learning at home. Consequently, parents are fully involved and this has a positive impact on children's progress.

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

Children's care and well-being are effectively supported. The childminder is warm and very attentive, and as a result, children form secure emotional attachments with her. This helps them gain confidence and ease their separation from parents. Children's transition to school is managed well by the childminder to help prepare them for change and alleviate their fears. The childminder's planning includes accompanying parents to visit the school beforehand to meet with teachers and share information. She talks to children and reads stories about going to school. Children's independence is supported as they learn how to do things for themselves. The environment is well organised, children know where to hang their coats and there is a small chair for them to sit on to take off and put on their shoes. They learn to dress appropriately, such as putting a coat on when playing outside in cold weather.

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

Children play well together and learn to share and take turns. They begin to show an understanding of rules and listen well to instruction. The childminder is a good role model and demonstrates a calm and patient attitude when managing children's behaviour. She gives children time to try and resolve conflicts for themselves. They are supervised well and if necessary, the childminder will intervene to support and offer a solution. The childminder teaches children how to recognise dangerous situations and explains what they need to do to keep themselves safe. For example, there is a fire evacuation plan that children practise. Children learn the importance of a healthy diet and exercise. They have regular opportunities to be active outdoors and they eat healthy snacks, such as fresh fruit. Parents provide children with a packed lunch at mealtimes. Children learn when to wash hands and individual towels are provided to reduce the risk of cross infection.

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provision

The childminder has a sound understanding of safeguarding procedures and knows how to protect children in her care. She gives a high priority to children's safety and well-being. She keeps her home safe and secure and written risk assessments are completed. She is knowledgeable about the Early Years Foundation Stage requirements and maintains appropriate records and documentation. All of the required policies and procedures are in place and parents receive a copy of each. The childminder has a good capacity to develop and maintain improvement. She reflects on her practice and identifies appropriate targets for development, such as extending planning and delivery in some aspects of learning. This will maximise children's learning potential and improve the quality of provision for children. The childminder demonstrates a positive commitment to improving her knowledge and skills through training, the local authority approved training course has

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provision

been completed and further relevant courses are undertaken to ensure her ongoing professional development.

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provision

The childminder has formed strong working relationships with parents and other settings, such as pre-schools. Adults work effectively together and there is a shared approach to children's learning. The childminder engages parents and key people effectively and information is shared regularly. They all discuss how children are progressing and identify next steps together. This promotes consistency in children's learning and furthers their progression. Parents are kept well informed about all aspects of the provision and their views are sought through discussion and questionnaires. Their comments are highly positive about the quality of care and learning their children receive at the setting.

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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 EY449774 Local authority Leicestershire Inspection number 880667 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 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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