Childminder in Nottinghamshire

Inspection date

Previous inspection date 24/04/2013 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 3 The effectiveness of the leadership and management of the early years provision 3

p.1

This provision is satisfactory

 Children feel safe and secure in the care of the childminder. They are building attachments and bonds, which promote their well-being and independence.  Children are keen to explore because the childminder provides a well organised, indoor and outdoor, environment where resources are attractively presented and easily accessible.  The childminder understands the importance of promoting the health and safety of the children in her care. She continually assesses and minimises risks to children, enabling them to use the downstairs areas and the garden appropriately.

p.1

It is not yet good because

 Insufficient information is gained with regard to children's starting points and, therefore, is not used to effectively plan for children's progress in all areas of their learning.  Parents are not sufficiently encouraged to share information about their children's learning and development at home in order that the childminder can work with parents to ensure that children's learning can be consolidated and extended effectively.  Monitoring of information gathered and used to make assessments for supporting children's learning and development, including establishing children's starting points with parents is variable and does not fully support their progress.

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

p.2

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.

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 took account of the views of parents as discussed with the childminder

p.2

Inspection activities

 The inspector spoke with the childminder and interacted with children at appropriate times throughout the inspection

p.2

Inspection activities

 The inspector sampled a selection of documentation including the childminder's self- evaluation document, children's learning journeys, planning documentation, written policies and children's records.

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 lives with family in a house on the outskirts of Nottingham and uses the whole of the ground floor for childminding. There is an enclosed garden for outdoor play.

p.3

Information about the setting

The childminder attends a toddler group and visits the local shops and park on a regular basis. There are currently five children on roll, three of whom are in the early years age group and attend for a variety of sessions throughout the week. She is open from 8.00am to 6pm Monday to Friday.

p.3

must:

 gather children's individual starting points and use these along with existing ongoing observations and continual assessment to consistently plan activities pertinent to individual children's next steps in their learning

p.3

must:

 involve parents in their children's learning by improving the exchange of information and encouraging them to share their views and enhance children's learning and development at home.

p.3

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

 build on self-evaluation in order to monitor the consistent implementation of the assessment processes to support individual children's learning and development, including establishing children's starting points with parents on entry to the setting.

p.3

who attend

The children attending have an enthusiasm for learning and involvement in activities. This is because the childminder has a sound understanding of how to engage the children and capture their interest. She understands that children learn through their play and makes the most of opportunities that arise during the day to extend upon this. For example, children watch with interest as the childminder demonstrates the use of equipment and gain the confidence to explore. Her effective use of praise and encouragement supports this well. For example, children enjoy being in the garden, they fill their own pots with peat and plant seeds, before fetching water and watering them. The childminder talks to them throughout, enabling them to develop their language skills by linking words with actions. This along with reading familiar associated stories supports their listening and language skills well.

p.3

who attend

Children are becoming active learners as they freely move around selecting what they want to play with; this helps them develop good levels of independence and encourages their physical development. This is enhanced further due to the well organised outdoor space which encourages younger children to practise newly acquired skills, such as riding on wheeled toys and kicking balls into nets. Their ability to handle and manipulate things is enhanced as they enjoy digging for 'treasure' and searching for bugs. This helps children to gain the key skills needed for their future learning.

p.4

who attend

The childminder implements the revised Early Years Foundation Stage Framework in to her practice and is beginning to uses the Development Matters in the Early Years Foundation Stage to track children's progress. However, children's learning journals are not clear in identifying children's starting points, which means the assessment of children's prior skills, knowledge and understanding on entry to the setting is not fully accurate. This, along with variable information received from parents regarding children's learning at home, affects the childminder's ability to plan suitably challenging activities. As a result, she cannot always be certain that she consistently provides appropriate challenge to help children progress to their full potential.

p.4

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

Children play confidently, exploring their surroundings with growing interest to become inquisitive and active learners. They build secure attachments with the childminder because she discusses daily routines with parents before they begin, enabling her to tailor care to support their individual needs. This contributes to children's emotional well-being ensuring they make a smooth transition into the childminder's care and feel secure. This is enhanced as she maintains all required records and documents to maintain their care needs.

p.4

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

Children's knowledge about personal safety is promoted well through rules that are established and continually reinforced for younger children. The childminder acts swiftly to intervene when sharing becomes an issue. She gives a simple explanation and distracts children towards other toys and activities helping them to understand the needs of others and their own self-control. The childminder promotes children's self-esteem and confidence through her consistent use of praise and encouragement so they know their actions have been acknowledged.

p.4

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

Children are cared for in an appropriately resourced environment. Toys are easily accessible and include a variety of books and resources to reflect different cultures. Children, therefore, begin to develop an understanding of one another and the wider world. The good health of children is suitably promoted. Children's individual dietary needs are met as the childminder discusses dietary requirements with parents and provides a good range of healthy and nutritious meals. Daily routines, with regard to personal care, ensure children's comfort is maintained, for example, children's nappies are changed regularly. Daily routines, such as wiping their hands help children begin to understand about appropriate hygiene practices. Children are developing a suitable awareness of safety as they discuss and practice what they must do in the event of a fire. All hazards are appropriately minimised through the effective use of safety equipment, such as stair

p.4

provision

The childminder has a secure understanding of her responsibility to protect children from possible harm and of the procedures to follow should she have any concerns. She demonstrates a suitable understanding of her responsibilities under the requirements of the revised Early Years Foundation Stage. All regulatory requirements are met, such as keeping accident records and a record of children's attendance. Aspects of the environment, both indoors and outside are subject to regular risk assessments. Children and families benefit as the childminder has attended required training and has further applied to attend courses to enhance her knowledge and understanding of good practice. Consequently, risks to children's safety are minimised and their well-being is given priority at all times.

p.5

provision

The childminder recognises the importance of building close links with parents. Information is regularly shared regarding children's routines, likes and preferences to enable the childminder to meet children's care needs. For example, a daily communication book is shared for younger children, which includes information on their daily care routines. Parents receive appropriate information about the childminder's setting, such as policies and procedures. Written references from parents highlight their satisfaction with the care provided and show that the childminder provides appropriate care, which makes children happy and parents know their needs are being met. Parents are asked to share any suggestions and ideas on how the childminder can improve her practice. However, current self-evaluation lacks rigour and is not yet robust enough to secure the in-depth focus, which the childminder needs to effectively target and continuously improve

p.5

provision

There are currently no children attending other settings or requiring support from outside agencies. The childminder has an appropriate understanding of how to work with others should the need arise to promote the continuity of care and aid children's transition from one setting to the next.

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.5

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.

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 EY454469 Local authority Nottinghamshire Inspection number 889100 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

p.7

Name of provider

Date of previous inspection not applicable

p.7

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.

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.

p.7

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.

p.8

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