Childminder in Leicestershire

Inspection date

Previous inspection date 27/02/2013 10/12/2009

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early years provision

This inspection: 3 Previous inspection: Met 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 Children form emotional attachments with the childminder as she is attentive and caring. This helps them to settle and feel secure.  Children make satisfactory 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 positive relationships with parents and keeps them informed and involved in their children's care and learning.

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It is not yet good because

 Educational programmes are not used to full effect to offer fully personalised learning opportunities based on children's next steps in their learning. This does not maximise progress made.  Self-evaluation is not robust enough to consistently monitor the quality of practice and identify areas for development, to fully ensure children benefit from improved learning experiences.

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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.

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Inspection activities

 The inspector discussed children's individual progress with the childminder and looked at children's information and development records.  The inspector checked samples of policies and other records.

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Inspection activities

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

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Information about the setting

The childminder was registered in 1982 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and adult child in Syston, Leicestershire. All areas of the home are used for childminding, with the exception of the main and second bedrooms, and there is a fully enclosed garden for outside play. The family has a cat and dog and keeps chickens in the garden.

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Information about the setting

There is currently one child on roll in the early years age group. The childminder operates all year round from Monday to Friday, 8am to 6pm, except for family holidays. She attends a childminding group and children's centre, and visits the local shops and park on a regular basis. She collects children from schools and pre-schools.

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must:

 improve the educational programmes to offer more personalised learning opportunities for children in line with their individual next steps of learning. Ensure that activities consistently offer sufficient challenge, in order to build on children's full capacity to learn.

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

 improve self-evaluation procedures to rigorously identify and action priorities for improvement, including training and support.

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who attend

The childminder is an experienced childcare practitioner and has a sound understanding of how children learn and develop. She creates a welcoming and child-friendly environment where a range of interesting activities and experiences are provided that reflect their interests and offer some challenge. Children move around her home confidently to explore and toys are organised so they can see what is available and help themselves. This helps to promote independence. 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 and, as a result, they gain a sound range of skills in readiness for school when the time comes. For example, children love vehicles and transport, so books and activities are provided about trucks, and a toilet seat with a popular train character pictured on it is used to encourage toilet training.

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who attend

Children's learning is appropriately supported by the childminder during play. She intervenes positively by placing herself close by and giving them her full attention. Children enjoy listening to stories and looking through their favourite books with her. The childminder talks with them about what they can see in the pictures and asks open-ended questions to build their vocabulary, and encourages them to expand on what they say. Books and activities are used to enhance children's awareness of the wider world and help them learn about similarities and differences. Children develop their creativity and imagination as they use a range of craft resources to design and produce pictures and junk models. These activities promote their skills in managing and using tools, such as brushes and scissors. Children learn to balance and build large towers with bricks. They get lots of fun and enjoyment from this because the childminder helps them to build a

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who attend

tower that almost touches the ceiling. They explore and learn about the outdoors, gathering conkers and leaves to make pictures back at the setting. They enjoy sledge riding in the snow and building a snowman, and learn how to dress appropriately for the weather by wearing hats and gloves to keep warm.

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who attend

The childminder gathers and logs appropriate information from parents at the onset of care to enable her to meet children's needs. They continue to have shared discussions each day about what their child has done and their progress at the setting and at home. Some general next steps are identified together, such as toilet training. The childminder has a general understanding of children's development and how they learn, and links her activities to their interests and current stage of development. However, she has not yet considered how to expand and extend the educational programme to ensure children are provided with consistent challenge in their activities. For example, she makes some brief observations about what they have done and any progress shown, recording these in a file. However, these are not used rigorously enough to track children's progress and plan and shape activities more accurately to reflect children's next steps in their learning. As a

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who attend

result, children are not fully challenged in order to maximise their learning.

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

Children develop secure emotional attachments with the childminder. She is caring and attentive, and children are happy in her company and enjoy their time at the setting. The childminder arranges settling-in sessions at the beginning so children can get to know her well and develop a sense of security and belonging. This helps them gain confidence and eases their separation from parents. She talks to parents to find out as much as she can about their care needs so these can be met effectively. Discussion is ongoing to ensure routines and care plans are updated and adapted as needed.

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

Children's health and welfare is promoted because the childminder's home is clean and well maintained. The childminder supports children's growing independence. They begin to manage their own hygiene and personal needs, such as learning when to wash their hands. Individual towels are provided to reduce the risk of cross-infection. They begin to develop the confidence to do things for themselves, such as putting on coats and shoes, and make decisions about their play. The childminder is aware of how to appropriately support children's transition to school to help prepare them for change and alleviate any fears.

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

Children have regular opportunities to develop their physical skills and be active, both indoors and outdoors. They go on regular walks to the local park where they enjoy a range of games, such as throwing and catching balls and playing football. Healthy eating is adequately supported. Nutritious meals and snacks are provided, such as fresh fruit, and drinks are freely available. This practice helps children develop an understanding of healthy lifestyles. The childminder understands how to manage children's behaviour. She talks to them and explains basic rules, such as sharing toys and taking turns. She helps children learn about safety and how to prevent accidents. For example, when out and about with her they learn to be careful when walking down steps and to hold her hand and look out for traffic when crossing roads. In the home, children learn what to do in an emergency by practising the evacuation drill with her. These measures have a positive

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provision

The childminder has a suitable understanding of safeguarding procedures and knows how to protect children in her care. She demonstrates a suitable understanding of her responsibility towards ensuring the welfare requirements of the Early Years Foundation Stage are met. She has sound systems in place to record children's attendance, medication and accidents, and written consents are obtained as needed from parents. The childminder keeps her home safe and secure. For example, written risk assessments are completed annually and daily checks of the premises are carried out to ensure children are safe. She has a fire evacuation plan and suitable fire safety equipment in place. The childminder maintains appropriate records and documentation. The required policies and procedures are in place and made available for parents.

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provision

Although the childminder demonstrates some commitment to improve, her self-evaluation is not robust as it does not precisely reflect and target areas for development, such as the improvement of the childminder's education programme. As a result, this impacts on children's ability to make best progress. The childminder has completed the required paediatric first aid training, but no further relevant courses have been undertaken to ensure her ongoing professional development.

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provision

The childminder is aware of the importance of working closely with parents and has arrangements in place for sharing information with them on a daily basis through discussion. This ensures they know how their child has been and the course of events that day. Parents are kept up to date about their child's progress at the setting and have read through the basic information recorded in relation to their child's learning and development. The childminder does not currently care for any children attending other early years settings, but is aware of the need to maintain close working partnerships with them to support the children and provide continuity in care and learning.

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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 225346 Local authority Leicestershire Inspection number 817151 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 1

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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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