Unwin, Kara Louise

Inspection date

Previous inspection date 20/02/2013 27/01/2010

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early years provision

This inspection: 1 Previous inspection: 2 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 The childminder has an excellent knowledge of how children learn. She provides a rich, varied and imaginative educational programme, with precise assessment and planning for individual children and they make rapid progress across all areas of learning.  The key person system is firmly embedded and great care is taken to build strong attachments with all children, ensuring they feel extremely confident and self-assured in the setting.  Partnerships with parents are highly effective and they are fully involved in the care and learning of the children, ensuring children receive excellent support and consistency and continuity in their learning and development.  The childminder is dedicated to providing high quality care and learning for children and the rigorous monitoring of all aspects of the setting enables her to clearly target and continue to strengthen her practice.  Children are highly confident and show an excellent level of independence, as a result

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This provision is outstanding

of the childminder's practice and exceptionally well-planned learning environment.  Children's welfare is effectively promoted as the childminder has an excellent understanding of her responsibility in meeting the safeguarding requirements and gives the highest priority to children's safety.

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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 spoke with the childminder, co-minder and children at appropriate times throughout the inspection.  The inspector also took account of the views of parents spoken to on the day.

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Inspection activities

 The inspector looked at, evidence of suitability and qualifications of the childminder and co-minder and a selection of policies and children's records

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Inspection activities

 The inspector looked at children's learning journeys and planning documentation and the childminder's self-evaluation form.

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Information about the setting

The childminder was registered in 2009 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband who is also a registered childminder and three children aged seven years, five years and two years in a house in Groby, Leicester. The whole of the property and the rear garden is used for childminding. The family has two pet rabbits. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools.

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Information about the setting

There are currently 17 children on roll, eight of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder provides funded early education for three- and four-year-old children.

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

 enhance the already good use of the garden and consider how this can be developed further to enable children to make full use of the extensive range of available resources in all weathers.

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who attend

The childminder has a very secure knowledge of the Statutory Framework for the Early Years Foundation Stage and an excellent understanding of how children learn through their play. She offers interesting and challenging activities and learning opportunities to capture children's interest and involvement. As a consequence, they enjoy a busy and active time and are making very good progress in their learning and development. Children benefit from a balanced range of adult-led and child-initiated activities. This is because the childminder is highly skilled in knowing when to let children take the lead and when to extend ideas and re-shape tasks and explanations to improve learning.

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who attend

The childminder prepares detailed plans that cover all the areas of learning and reflect children's individual interests. This means that both the childminder and the environment are well prepared before the children arrive. For example, a child's love of trains and track building is supported as the childminder ensures that the child has all the equipment and resources they need readily available for when the child arrives. She effectively records children's achievements and progress, maintaining comprehensive and detailed observations, clearly showing what children can do. The wealth of information gathered is used to ensure that all children receive a high level of support in order for them to join in and succeed in the setting.

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who attend

Children show that they are developing confidence in their own abilities. This is illustrated as they engage in imaginative play with the home corner equipment. They use a combination of real food and toy food to make dinner for the childminder. They use tools to mix the ingredients before finding a plate to serve. High regard is given to children's communication and language development as the childminder ensures she provides them with ample opportunities to express themselves. Children actively listen and develop their vocabulary and begin to use more complex sentences as they chat to the childminder. She responds positively, showing real interest in what they have to say. Children enjoy using the extensive range of books and are able to access them independently. Materials for making marks are readily available and presented in different ways to capture the interest of all children. For example, a young child uses chalks in the garden to make marks on the

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who attend

path whilst indoors pencils, crayons and paper are easily accessible on a table.

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who attend

Children have many opportunities to use their imagination, creativity and illustrate their learning as they recycle boxes to make models and use paints and collage materials to create their own pictures. Musical instruments are readily available and children enjoy making their own music or joining in with familiar songs and rhymes. Mathematical concepts are introduced through everyday routines and activities, such as counting out the plates at snack time and sorting wooden circles into size order to place back onto a pole. The childminder is aware of the importance of outdoor play and physical activity. She has taken great care to create a stimulating and interesting play space in her garden. Children have regular opportunities to plant seeds and grow vegetables, fruits and flowers. More recently they have spent time digging for worms to place in the new wormery. In addition, the children learn how to care for animals as they help to feed the rabbits and study the

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who attend

fish and other wildlife in the pond. Consequently, children are learning about and discovering natural objects and wildlife. The childminder has recently identified that she would like to enhance the outdoor space further with the addition of a covered area which will enable children easier access to the outdoors whatever the weather.

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who attend

All children receive a high level of support to help them develop the skills they need for the future. Parents are fully involved and kept very well informed about their children's progress and are actively encouraged to support and share information. For example, they are provided with daily diaries and have excellent access to their children's individual developmental files. A two-way dialogue is maintained as parents are invited to make comments, observations and include photographs of what their children have been doing whilst at home. In addition, the introduction of email updates including photographs and short films helps to bring activities to life.

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

The welcoming feel to the home and the warmth and friendliness of the childminder is evident. A sensitive settling-in process is provided for each child which encourages their sense of belonging. Children are highly valued as individuals and the childminder celebrates individuality. Careful consideration is made to the allocation of each child's key person which supports close bonds between children, the childminder and the co-minder. Consequently, children feel at ease and safe in their surroundings. Children are active or restful through choice and young children sleep in line with their individual needs and parents' wishes. For example, the childminder is aware of signs when children begin to tire, responding sensitively, ensuring they settle quickly and rest for as long as they need.

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

The childminder provides a well-resourced and stimulating learning environment for children both indoors and outside. Thoughtful and detailed planning ensures that children have excellent access to resources that reflect their individual interests but also enables them to participate in new experiences. For example, a young child is introduced to sand for the first time and tentatively reaches out with her hands to touch and feel it between her fingers. While an older child's request to play outside is accommodated and effectively supported by the childminder.

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

Children are confident and well occupied in the childminder's care. They get on well together, know what is expected of them, learn to take turns and value one another. For example, two young children play alongside each and happily share the equipment in the sand. The childminder introduces specific safety themes to help children understand danger both within the setting and when on outings. She reinforces safe practices with equipment and toys diligently to instil good habits from an early age. For example, a child holding a revolving light toy is gently reminded that it may hurt them if it they hold it too close to their face. Children who arrive later, after a morning at pre-school are enthusiastically welcomed and immediately settle and join in with the activities. A calm and harmonious atmosphere supports children's learning and any minor disputes are diffused very quickly by the childminder who consistently acknowledges and celebrates in

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

Children are encouraged to develop healthy lifestyles and learn about the importance of exercise. They enjoy physical activities both indoors and outdoors. For example, older children play on sit and ride toys and suggest making an 'obstacle course' out of the equipment available. Younger children learning to walk, cruise around the furniture and take some faltering steps. The children learn to recognise their own needs and are encouraged to take some responsibility for their personal care. For example, before and after eating they know to wash their hands and faces and use the flannels and towels with developing skill. The childminder works exceptionally well with parents in order to agree arrangements for providing meals, ensuring any individual dietary requirements met. Meal times are a social occasion and children, the childminder and co-minder sit together chatting and sharing experiences. Children's independence is effectively promoted as the

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

childminder involves them in the food preparation as they choose what they would like to eat. For example, young children enjoy wraps at lunch time and select what they would like in them from the selection of fillings available.

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provision

The childminder has an extremely clear understanding of safeguarding issues and her responsibility to protect children from harm. She has attended refresher child protection training and advises parents of her responsibilities through discussion and access to a broad range of policies and procedures. The childminder implements robust risk assessments which help to create a child-friendly and safe environment for children to play and explore with confidence. She remains constantly vigilant and reassess the environment to reflect the ages and level of understanding of the children that attend. In addition, very close working partnerships with her co-minder ensure the level of supervision is consistently high.

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provision

The childminder has an excellent understanding of her responsibilities in meeting the learning and development requirements and monitoring the educational programme. Children's needs are quickly identified and exceptionally well met through highly effective partnerships with parents. Parents are encouraged to feedback their comments through questionnaires and ongoing discussion. They state that they feel fully informed and included in their child's care at all times and benefit from regular verbal feedback about the day. Parents routinely have access to policy updates to keep them informed about current practice. The childminder has excellent strategies in place to establish effective partnerships with other providers and agencies working with children, such as local pre- schools and schools. This promotes continuity of care which successfully supports children's overall development, progress and transition from one setting to another.

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provision

The childminder is passionate and committed to the service she provides and she works incredibly hard to keep up-to-date with current guidance and practice. Self-review systems are well established and she has a very clear and realistic awareness of her own provision and identifies and acts upon areas for improvement where necessary. She works very well with her co-minder and makes full use of her previous experiences of working in childcare settings. The childminder further extends her knowledge by regularly and enthusiastically attending training. She consistently takes account of children's and parents' views, thoughts and feelings to guide and inform her practice.

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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 EY398002 Local authority Leicestershire Inspection number 859928 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 17

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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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