Childminder in Leicestershire

Inspection date

Previous inspection date 14/05/2013 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 settle well and build strong emotional attachments with the childminder as she is warm and nurturing, this helps them to feel valued and secure.  The childminder uses her garden to great effect to provide a stimulating and challenging outdoor learning environment.  Children are encouraged to make choices and initiate their own play, they are confident and enthusiastic learners, who are eager to join in.  The childminder builds good relationships with parents and keeps them well informed and involved in their child's learning and development.  The childminder is committed to her professional development. She welcomes and acts on advice from the local authority improvement advisor and attends training to enhance her knowledge and develop her skills. Her plans for improvement are well targeted to strengthen her already good provision.

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It is not yet outstanding because

 There is scope to provide further stimulating activities where children can share and talk about their home life and learn more about community life.  Children's very good reading experiences provide fewer opportunities for them to carry out activities using instructions, such as reading a recipe to make a cake.

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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 conducted a tour of the premises during the inspection.

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Inspection activities

 The inspector observed children's activities and routines in the indoor and outside areas.

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Inspection activities

 The inspector discussed children's individual progress with the childminder and looked at assessment records and planning documentation.

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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 the setting's own parent survey.

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Information about the setting

The childminder was registered in November 2012 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives in a semi-detached house in a residential area in Shepshed, Leicestershire. The childminder uses the whole of the downstairs area, main front bedroom and enclosed rear garden for childminding. Toilet facilities are provided on the first floor. She lives with her husband and has two children aged seven and three years. The family has a dog and a rabbit as family pets. The childminder operates all year round, Monday to Friday from 7.30am to 6pm, except for family holidays agreed in advance and bank holidays.

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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-aged child, who attends before and after school. They attend for a variety of sessions. The childminder collects children from local schools and pre-schools. She attends local childminder groups at the local Sure Start centre and regularly takes children to other activities at the centre. The childminder attends the local parent and toddler group and visits the local shops and parks on a regular basis.

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

 provide further opportunities for children to share their experiences and develop a better understanding of people and communities, for example, by collecting photographs and visiting different parts of the local community

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

 broaden children's reading experiences by introducing them to books and other materials that provide information or instructions.

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who attend

The childminder has a good knowledge of the learning and development requirements within the Early Years Foundation Stage. She knows how young children learn and develop and how to provide an effective educational programme to support their progress. The childminder observes children as they play to identify what they know and can do and this is recorded in a learning profile for each child. She uses this information effectively to guide her activity planning and intervention. The childminder ensures that parents are fully involved. They are encouraged to view their child's profile and the childminder welcomes their views and comments. This gives them a deeper understanding about what their child is learning and how they can offer further support at home. This has a positive impact on children's progress.

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who attend

The childminder organises her home effectively, both indoors and outside, to provide a stimulating learning environment. Children can move around freely from one area to another and the childminder ensures that they have uninterrupted time to play and explore. Play areas are resourced with a wide range of toys and equipment and these are organised, so children can see what is available and help themselves. The childminder finds out what inspires children and triggers their interest and provides activities and experiences based on this. For instance, introducing hoola hoops when children requested them. She also helped children change the garden shed into a 'den' for their play. Children contributed their ideas about how to furnish and decorate their den with cushions, toys and pictures. They love this new addition to their play and enjoy sitting, looking through books and playing with the toys and resources inside.

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who attend

Children's communication and language skills are well promoted. They show a good interest in books and enjoy listening to stories and singing songs, these activities play a key role in language development. The childminder interacts positively as children play, she talks with them and asks good open-ended questions. This encourages children to expand on what they say and helps build their vocabulary. Children experiment with writing as they freely access a range of equipment for making marks, such as, paper and crayons or chalks, to make marks and patterns on the paving area outside. They use a range of craft resources to design and produce pictures and this helps to develop their creativity. Children explore colour and texture and create different effects with paints, glues and materials. For instance, decorating discs and hanging them on a tree in the garden where they spin around and reflect light.

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who attend

Children enjoy water play and experiment with different objects to find out if they sink or float. They explore the environment and collect a variety of materials, such as, pine cones, feathers and wood, to test this out. They grow plants in the garden, such as lettuce and carrots and enjoy tending to them, fetching a watering can without being prompted to water them. Children learn how to care for animals as they are encouraged to change the water and feed the pet rabbit. They benefit from daily exercise and physical play. A large enclosed driveway provides a safe area for bike and scooter riding. The range of activities within the educational programme helps children to develop the skills they need in readiness for school when the time comes.

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who attend

The environment is very rich in print with posters and labels on toys and equipment, helping children to learn about words. Children enjoy looking at books with the childminder and listening to stories. There is a good selection of books that children can access and comfy seating areas inside and outdoors. However, there is some scope to broaden some aspects of literacy as reading experiences provide fewer opportunities for them to learn how to carry out activities using instructions in a book, such as reading a recipe to make a cake. In addition, there is scope to expand children's already good opportunities to share their home life, for example, by bringing photographs from home to talk about and to find out more about their community and other people, for instance, taking them along to visit the fire station.

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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 strives to ensure that children get off to a smooth start at the setting. She organises settling-in sessions at the beginning, so that children can get to know her well and feel secure. The childminder talks to parents to find out as much as she can about children's care needs, so that these can be fully supported. She recognises and values each child's uniqueness. The childminder gets to know their characters and personalities well and planning reflects their individual interests and talents. Children clearly enjoy the childminder's company and their time at the setting. The childminder is warm and nurturing and this reassures children and helps them to feel secure, they like to be close to her and ask for a cuddle.

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

Children's transition to school is managed well by the childminder, to help prepare them for change and alleviate their fears. Their independence is supported as they learn how to do things for themselves, such as wash their hands or put on their shoes. They learn to dress appropriately for the weather, for instance, putting on a coat to play outside in cold weather and knowing when it is warm enough to take it off. Children, generally, play well together and learn to share and take turns. The childminder is a good role model and demonstrates a calm and patient attitude when managing children's behaviour. Children are supported to try and find solutions and resolve conflicts for themselves. Good behaviour is recognised with praise and a reward, such as a sticker, and children respond well to this.

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

Children learn the importance of a healthy diet and exercise. They have regular opportunities to be active outdoors in the rear garden where they run around, peddle trikes and climb and balance. Consequently, they grow physically strong. They learn how to manage equipment and keep themselves safe. For instance, when riding a trike, how to negotiate obstacles, adjust their speed and stop safely. Children are encouraged to make healthy choices from meals and snacks that include fresh vegetables and fruit, drinks are freely available.

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provision

The childminder is fully aware of the Early Years Foundation Stage requirements and high priority is given to children's safety and well-being. She has a good understanding of safeguarding procedures and knows how to protect children in her care. The childminder keeps her home safe and secure and toys and resources are appropriate and safe for children to use. Appropriate records are maintained, these are clearly written and well presented. A comprehensive set of policies and procedures are in place to underpin the childminder's practice. Parents are given copies and asked to read through them, the childminder is happy to discuss anything they are unsure about.

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provision

The childminder has a good capacity for ongoing improvement. She reflects on her practice and identifies appropriate targets for development. For example, extending her planning and delivery in some aspects of the educational programme to further improve the quality of provision and maximise children's learning potential. The childminder demonstrates a highly positive commitment to improving her knowledge and skills through training, completing a range of relevant workshops and courses. She is to commence further training in the autumn to achieve a qualification and ensure her professional development continues.

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provision

The childminder has formed strong working relationships with parents and other settings, such as childminders and pre-schools. She engages parents and key people effectively to exchange information and ensure a shared approach to children's learning. Parents are kept well informed about all aspects of the provision and their views, along with those of the children, are sought through discussion and questionnaires. Comments left by parents are highly positive about the quality of care and learning 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 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 EY455216 Local authority Leicestershire Inspection number 894066 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 ‘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

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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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