Wilkinson, Julie Ann

Inspection date

Previous inspection date 08/04/2013 06/11/2008

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early years provision

This inspection: 2 Previous inspection: 3 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 quickly and form strong attachments and relationships with the childminder. This helps children feel safe and secure.  The childminder plans stimulating and challenging activities, both indoors and outdoors, to ensure children are motivated and eager to learn.  The childminder has robust policies and procedures and a very good understanding of how to keep children safe and secure at all times.  Very good partnerships have been formed with parents who feel fully involved in what their child is learning while at the childminder's home.

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It is not yet outstanding because

 Children do not always record special events in their lives, to increase their memories about family experiences and to show interest in the lives of people who are familiar to them.  The childminder does not always make it easy for children to know about all the toys and resources available, to fully support their choices and increase their independence.

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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 and parents throughout the inspection.  The inspector observed children while in their play.  The inspector held a joint observation with the childminder.

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Inspection activities

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

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Inspection activities

 The inspector checked evidence of the childminder's qualifications, self-evaluation and policies and procedures.

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Information about the setting

The childminder was registered in 1998 and is registered on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Register. She lives with her partner and child aged 16 years in Swadlincote, South Derbyshire. The whole of the ground floor and front bedroom of the childminder's home are used for childminding purposes. There is an enclosed rear garden for outdoor play.

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Information about the setting

The childminder operates Monday to Friday 7.45am until 6.30pm all year round, except for family and bank holidays. She is currently minding 13 children, of whom eight are in the early years age range. They all attend on a part-time basis. The childminder uses her car to transport children to and from the local nursery and schools. The family has a Dalmatian dog, two tortoises and four lizards. She is a member of the Professional Association for Childcare and Early Years and receives support from the local authority.

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

 increase the ways children record the special events in their lives, to help them remember these experiences and show interest in the lives of people who are familiar to them. For example, by making a book of 'special events' collecting photographs, drawing and writing.

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

 develop further ways of children knowing about all the toys and resources available, to increase their choices and independence. For example, by making a resource and toy booklet that the children can use.

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who attend

Children enjoy attending because the childminder provides a welcoming and stimulating environment in which they make good progress in their learning. The childminder obtains useful information from parents before the children start with her, about what they can do, their likes and dislikes. She then uses this information, and her initial observations, to plan how she will support their learning and development. As a result, children settle quickly because the activities provided are of interest to them. The childminder, observes the children regularly in their play and tracks their achievements in their learning records. She identifies what they need to learn next and plans interesting and challenging activities to enhance children's learning. This information is then shared with parents so that they are kept well informed about their children's progress. As a result, parents comment about how happy they are with the progress their children are making. Her

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who attend

assessment of the children's achievements are robust enough to ensure the childminder is able to clearly identify all children's progress and complete the required progress check and summary for children aged two.

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who attend

Children communicate and use language well, because the childminder fosters this area of learning effectively. She is constantly chatting to the children and asking them relevant open-ended questions to help develop good conversation skills. For example, she asks what the children liked doing in the holidays. The children jump from topic to topic to talk about their experiences and recall what they have been doing with excitement. The childminder uses very good facial expressions and responds positively to what children say, which prolongs the conversations well. Children understand and listen as the children follow instructions effectively to complete tasks. This is very clearly demonstrated as they follow the instruction to create their models with efficient support from the childminder. Children make eggs and use different rollers to make patterns, such as circles and zigzags. The childminder uses this experience to ask the children the names of the shapes they

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who attend

have created and to count how many eggs they have produced. Children answer accurately, confirming that they are making good progress in their early mathematical skills. Activities, such as baking, further extend children's learning in this area as they learn to weigh and measure ingredients. The childminder often joins in with children's play, to extend their ideas and introduce new things. For example, she plays shops with them to show them how to use toys, such as an electronic till, and shows them how to sort the toys as the children tidy them away. Children use their imagination and draw pictures of flowers and the sun 'to take home for mummy'. They concentrate, show their own ideas and are proud of their results. The childminder praises the children very well which helps their self-esteem. These activities are also helping children to develop their handling skills as they use different types of tools to make things and write. They are

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who attend

beginning to write their name, which provides them with the early writing skills they will need for their next stage in learning or the move onto school.

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who attend

Children have many opportunities to visit the community and meet other children away from the childminder's home. Children are able to use different pieces of equipment and toys and learn to share and take turns. These experiences help children develop the social skills they need for successful future learning. Trips to different parks, along with the use of the garden, enable children to develop and extend their physical skills. They climb, balance and use sit-and-ride toys. The childminder enhances this by planning ball and parachute games. Children's knowledge of their world around them is good and children have stimulating experiences to aid this area of learning. They grow flowers and vegetables, watch the birds feeding and the wind blowing the streamers in the garden. Children use the computer to play sound and matching games and to find out about things. For example, they found out about the Chinese New Year and made snakes and

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who attend

dragons to celebrate the festival. They also celebrate their birthdays and special events. However, they do not always record these experiences, so that they can remember, talk about and share the special events in their own lives and the lives of those people who are familiar to them. Children love using the 'small world' toys, such as houses and farms, and use these toys imaginatively and creatively to make up their own stories. For example, they imagine toy people going to shops, visiting the hospital and flying in the space ship. The childminder supports this play well, knowing when to watch and listen and when to step in to extend children's ideas or offer reassurance when necessary. The pleasure of books is demonstrated as children snuggle close to the childminder and listen to stories attentively. The childminder uses props and puppets to aid concentration and children learn to turn pages well and discuss the pictures and retell the stories. As a result, the children are

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who attend

developing a love of books and understand that words have real meaning.

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

The childminder provides a warm and safe environment with a keen emphasis on children's emotional well-being and safety through the procedures she has put in place. She knows her children well because they have been with her for a long time. She provides strong attachments with the children and trusting relationships with them so they are confident and happy to be there. Parents provide the childminder with background information to ensure that she can meet children's individual welfare needs effectively and ease the transition from their home and into her care. A smooth transition on to pre- school or school is achieved because the childminder helps children prepare for this time of change through providing books and taking children to visit the local schools.

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

The well-resourced learning environment ensures children's all round development is good as they learn through play, follow their own interests and co-operate in activities with others. Children learn to share and to play with each other, and develop their independence through a range of opportunities. For example, they independently use the bathroom, put on their shoes and coats and tidying away their toys. The childminder provides a wide range of high quality resources and toys for the children, which are stored around the home. Children have choices of what to play with. However, due to the broad range and storage of these toys and resources, the children are sometimes unable to tell what is available for them to play with, and there is scope to find ways to help children overcome this so that their ability to independently choose is enhanced.

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

The childminder follows clear hygiene routines and children understand when and why they need to wash their hands. The childminder provides a safe environment and has simple rules in place to ensure children understand the need for safe play. Children behave well and follow a clear behaviour code, and understand that if they upset someone it is kind to apologise. They know how to keep themselves safe while on outings, such as using the zebra crossing and waiting for the 'green man' before crossing the road. They also part take in fire drills, which helps them know how to keep safe in an emergency.

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

Children enjoy daily physical exercise in the spacious garden area and they regularly visit the local parks, where they can get fresh air and be active. The childminder provides healthy snacks, usually containing fruit, salads and vegetables. Children enjoy nutritious home-cooked food, such as a roast chicken dinner with a dessert of yogurt or fruit. Children help by getting plates and cups out of the cupboard and older early years children help with the preparation of food to develop their independence further. Children sit at the table to eat snack and meals and this supports the development of their social skills.

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provision

The childminder demonstrates a very good knowledge and understanding of the learning and assessment requirements of the Statutory Framework for the Early Years Foundation Stage. She has fully researched the revised framework and demonstrates a good awareness of the seven areas of learning. Therefore, she is able to demonstrate that children make good progress in their overall development. She has a secure understanding and knowledge of the welfare and safeguarding requirements of the Statutory Framework for the Early Years Foundation Stage. All elements of these requirements are in place. She provides a safe environment through regular risk assessments and taking sensible safety precautions. She promotes good health and hygiene procedures daily. Risk assessments are implemented and take account of all areas children have access to. The process is effective in identifying and minimising risks to children. For example, the childminder has an effective illness and infectious disease policy

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provision

to follow for children who are unwell. She holds a valid first aid training certificate, so that she able to deal effectively with any accidents that may occur. Children have plenty of space to move around and play safely. The childminder has a good knowledge of how to keep children safe and has effective policies and procedures in place to safeguard them. She has recently completed a safeguarding children course; this helps her to further consolidate her learning and ensure her knowledge of child protection is secure.

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provision

The childminder is a reflective practitioner who closely monitors the quality of the service she provides. Through self-evaluation, she is fully aware of her key strengths and the areas she wishes to develop to further improve the quality of care for children. For example, she has identified the need to provide more sit-and-ride-toys to enhance children outside play and increase their physical development. She has successfully addressed all of the issues raised during the last inspection and has made very good improvements to her practice. She understands the importance of continuous professional development and has completed a varied selection of early years workshops and training to update and improve her knowledge. The childminder is keen to continually develop her practice and improve what she does for the benefit of the children she cares for. She regularly reviews her practice and involves parents and the older early years children in this process by

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provision

asking them to complete a questionnaire, so that she can gather their views to help make plans for improvement.

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provision

The childminder is proactive in seeking feedback from parents. The childminder keeps parents well informed about their children's daily activities and care routines, talking to them in detail as they pick up their children. To further this, she uses daily diaries, emails, text messages and letters. Parents speak highly of her service, their partnership with her and the childminder's commitment to meeting their children's needs. The childminder also works in partnership with others, has developed links with the nearby children's centre and is a member of a childminding group. She has made effective links with the local primary school so she can share detailed information about the children when they are ready to start full time education. For example, she shares relevant information with staff when she collects children from other settings. This helps provide continuity in children's learning and care.

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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 207681 Local authority Derbyshire Inspection number 907781 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 13

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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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