Childminder in Derby

Inspection date

Previous inspection date 13/02/2013 28/01/2010

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early years provision

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

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This provision is good

 The childminder has a secure understanding of how to support children's learning and development. Consequently, children make good progress with their learning.  Children feel safe and secure and they are encouraged to develop good behaviour.  The childminder consistently evaluates the quality of the provision and makes continuous improvements that help children's all-round learning and development.  The childminder works closely with parents and this enables her to understand and meet children's individual needs effectively.

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It is not yet outstanding because

 The storage of story books does not attract the children's attention enough for them to use the books independently during their play and to help children to understand the pleasure the books can give them.  The childminder does not always use everyday situations and play to extend children's understanding of mathematics. As a result, the children do not always use mathematical language independently in their play.

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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

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged 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 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  scheduled 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 held discussions with the childminder and spoke to children.  The inspector observed free play and focused activities and snack time.

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Inspection activities

 The inspector looked at children's assessment records, learning journals and planning documentation.

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Inspection activities

 The inspector checked the childminder's qualifications, her policies and procedures and certificates.

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Information about the setting

The childminder has been registered since 2006. She lives with her husband and children, aged seven and five years, in Mickleover, in Derby. All areas of the property are used for childminding purposes and there is a fully enclosed rear garden for outdoor play. The childminder operates Monday to Friday, from 8am to 6pm for most of the year.

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Information about the setting

The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. There are currently three children on roll, all of whom are in the early years age range. She takes and collects children from local schools and pre-schools. The family has pet guinea pig and a rabbit.

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

 create an attractive book area to invite children to choose books while playing independently, to enable children to enjoy books and begin to understand the pleasure books can provide

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

 extend children's mathematical understanding through play and everyday activities, for example, by counting the fruit pieces at snack time, to encourage children to use mathematical language independently.

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who attend

The childminder has a good knowledge of the Early Years Foundation Stage learning and development requirements. She establishes trusting relationships with parents in order to find out as much as she can about their child. This information helps her to plan and provide an interesting range of activities to meet the children's individual learning and development needs. The childminder carefully plans for children's progress using the prime and specific areas of learning. She completes regular observations and assessments to help her plan for children's next stage in their learning. This supports her in providing children with a broad range of challenging and stimulating play experiences. As a result, children are making good progress in their learning and development. Assessment arrangements are highly efficient and parents are involved in setting their child's future learning targets. The childminder has successfully implemented the progress check at age

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who attend

two. She provides information to parents about their children's progress through daily diaries, summaries of children's progress, and by access to their learning journal records. As a result, this promotes consistency in children's learning and development and encourages parents to be involved in their children's learning.

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who attend

Children's language is fostered well throughout their play activities. The childminder interacts positively, prompting discussion and repeating words in the correct way to increase children's vocabulary. She incorporates regular singing activities to introduce rhyme and rhythm. Children have fun playing their instruments and singing along to 'Twinkle, Twinkle Little Star'. The childminder expands this opportunity and the children begin dancing and moving to the rhythm of the music, demonstrating good control of their bodies and showing confidence. The childminder has created an environment rich with print, signs and posters making children aware that print carries meaning. Children access writing tools both indoors and outdoors. They eagerly use water and paint brushes outside and chalks inside to make straight and circular lines. To develop children's early writing skills further, they have many good opportunities to make marks in shaving foam, gloop,

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who attend

sand and paint. These activities also help with children's development of their moving and handling skills. Children's physical skills are developing well, as they learn to climb and balance on equipment in the garden and at the park. The childminder has a good selection of books. However, these are not set up invitingly enough to attract the children's interest, while they play independently during their free play. As a result, the children do not fully enjoy books or begin to understand the pleasure they can provide.

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who attend

Children take part in activities that promote their interest in simple mathematics. They learn about size as they draw and compare the size of their hands and sort and match objects by their colour. However, the childminder does not maximise opportunities to extend children's mathematical learning within all play activities and everyday routines, such as, snack times. Children are finding out how things work as they play with battery operated toys. For example, they are fascinated by the alphabet musical toy and kept returning to the toy to press it on and off and to sing the alphabet song. Older early years children have experiences using computers and electronic toys. These activities and resources help children gain valuable skills to help them learn about technology.

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who attend

Children go on regular outings around their local community, such as trips to the library, the park and farm visits to look at animals. This helps to broaden children's learning experiences and widens their awareness of the world around them. They begin to learn about the wider world, for instance, as they celebrate festivals, such as Chinese New Year and enjoy a Chinese food tasting activity. To learn about the natural world the childminder uses the garden to encourage the children to watch birds, plant flowers and vegetables and experiment with the weather. For example, children make patterns and build snowmen in the snow. To extend children's interest in snow the childminder provides a snow mixture for children to play with indoors. Children feel how cold it is and let the snow run through their fingers, laughing and giggling as they make it snow on the kitchen floor. These types of activities help children be active effective learners, as they try new

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who attend

things, have a go and enjoy their learning. The childminder promotes children's participation during play and activities very effectively as she positively praises and encourages children. This underpins children's active learning and willingness to explore and investigate. They are having fun as they learn and develop in the care of the childminder. She demonstrates effective teaching qualities by giving children the time to think and respond to open ended questioning. This means that, children are acquiring good speaking and listening skills during many activities, which help towards their future learning.

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

Children develop secure attachments with the childminder and her family. They are developing confidence and self-esteem as the childminder praises them for the smallest of achievements. They are becoming more independent as they choose the toys they want to play with. The childminder describes suitable behaviour management strategies, such as, distracting children by offering them their favourite toys and providing appropriate rewards, for example, stickers. Children behave well and show consideration to the childminder and other children. There are simple house rules, such as being kind to others, which the children know and understand. As a result they play well together and benefit from the childminder being a positive role model.

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

The childminder promotes children's personal, social and emotional development very well. She supports their growing independence by encouraging them to do things for themselves, such as washing their hands at the sink and unfastening buttons on their clothes. The childminder has a very warm, caring nature and she creates a welcoming childminding service. She sets up her home to effectively support the children's needs with space to play, eat and rest comfortably. Consequently, children are happy and relaxed, clearly enjoying their time with the childminder.

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

Children enjoy being outdoors and exploring in the garden. The childminder has a clear focus on promoting healthy lifestyles for children through the use of outdoor play, both in the garden and through regular outings. This means that children get plenty of fresh air and exercise. Children learn about healthy lifestyles through discussion and well planned activities. They benefit from walking to and from school and having healthy nutritious snacks. Children are encouraged to follow good hygiene routines and younger children are proud to show off their clean hands.

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

Children have good opportunities to learn about keeping themselves safe. On the walk to school the childminder encourages them to talk about how to cross the road safely. The childminder allows children to take some risks, for instance, by teaching them to use plastic knives when sitting cutting dough. Children are learning what to do in the event of a fire as they practise the fire evacuation procedure.

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

The childminder is well aware of her long-term aim to prepare children for transition to pre-school. She describes helping them to acquire the skills and knowledge they need to make an enthusiastic start in their early education. She liaises with other settings where children attend who also deliver the Early Years Foundation Stage. With parents' agreement, she sends information about what children can do to help promote continuity in their care and learning. As a result, they share information to promote a consistent approach to learning for the child.

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provision

The childminder has a very good understanding of her responsibilities to safeguard children. She demonstrates a strong understanding of what would raise her concerns about children's welfare and well-being, and the steps she would take to address any concerns. The childminder undertakes additional training, such as completing safeguarding training, to underpin her knowledge and understanding. She keeps effectively up to date with the legal requirements and updates her paperwork to reflect changes. For example, she has added the use of mobile phones and cameras to her written safeguarding policy and procedure. Ongoing risk assessments effectively promote children's safety in and outside of the home and she has all the required records in place to support children's welfare. The childminder has a clear understanding of the Early Years Foundation Stage learning and development requirements. She implements effective systems to help her

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provision

monitor and plan for children's progress.

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provision

The childminder clearly enjoys working with the children, encouraging and supporting them in becoming confident learners. She is very committed to training and improving her skills. For example, she has completed some training on the revised Early Years Foundation Stage. This will help her to reinforce her knowledge and improve the activities she can provide for the children. She encourages parents to offer their feedback to her about her childminding service and takes good account of children's individual interests and ideas. This supports her effective self-evaluation processes. The childminder has completed a self-assessment of her practice and service. This includes what she needs to do to support each child further and what she could do to improve her provision. She has good ideas to make future improvements to her practice that will benefit children in her care. For example, she aims to provide more photographic evidence of children's

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provision

achievements and their families to provide the children with a greater sense of belonging.

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provision

The childminder develops secure relationships with parents enabling an effective two-way communication. Parents stay that their children have settled well and really enjoy coming to the childminder's. Parents are encouraged to share information about their child's progress at home which the childminder then includes in their learning journal. The childminder recognises the importance of developing effective communication with other professionals involved in children's care and learning, such as other settings children attend. She demonstrates a positive approach to forming partnerships to promote consistency and continuity for children. The childminder acts on advice and support she receives from the local authority advisors to benefit her childminding and to improve the care and learning for children.

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provision

Arrangements for managing children's behaviour within the provision are good. The inspection took place following notification of an incident of poor behaviour management. The inspection found that the childminder is providing effective behaviour management strategies. Children are provided with positive boundaries to follow. The childminder offers reinforcement of positive behaviour with praise and occasional stickers. The childminder carefully monitors any disruptive behaviour and talks to the parents to provide continuity of behavioural strategies. This results in children behaving well while in the care of the childminder. In addition, the childminder states that she could have better maintained confidentiality by not discussing the incident with other childminders. She, however, demonstrates a good awareness of how she would maintain confidentiality in the future.

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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 action. 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 EY321377 Local authority Derby, City of Inspection number 901878 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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Telephone number

set out in the guidance ‘Complaints procedure: 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, which are usually the childminder’s 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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