Childminder in Derbyshire

Inspection date

Previous inspection date 22/04/2013 22/09/2011

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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

 The childminder provides children with a well-planned educational programme which encompasses their interests and supports them well to become effective and motivated learners.  The childminder shows a keen interest in children and clearly enjoys being in their company. Therefore children form strong attachments, develop their independence and confidently explore and initiate their own play.  The childminder supports children successfully to cooperate with the clear boundaries set and learn how to manage their own behaviour effectively.  The childminder is motivated to develop her service. She seeks support, acts on advice and attends training to enhance her knowledge. Her plans for improvement are well- targeted to strengthen her practice.

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It is not yet outstanding because

 The childminder provides children with fewer opportunities to explore positive images of children and people with diverse physical characteristics and disabilities.  There is scope to extend the way in which to share information which is fully focused on children's overall learning, with all other practitioners, such as pre-school and primary school teachers, when children attend more than one setting.

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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 observed activities in the playroom and bathroom.

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Inspection activities

 The inspector took account of the views of parents/carers as detailed in various cards given to the childminder and used in the self-evaluation.

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Inspection activities

 The inspector spoke with the childminder and children about the daily routines, managing children's behaviour, children's individual learning and self-evaluation

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Inspection activities

 The inspector looked at a selection of policies and procedures which included safeguarding and complaints, risk assessments, children's learning records, the childminder's self-evaluation and a range of other documentation.

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Information about the setting

The childminder was registered in 2006 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three children aged 14, eight and six years in a house in West Hallam, Derbyshire. The whole of the premises, except the main bedroom upstairs, is used for childminding purposes and there is a fully enclosed garden for outside play.

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Information about the setting

The childminder attends local toddler groups and visits the shops and parks on a regular basis. She takes and collects children from schools and pre-schools from the surrounding area. There are currently 20 children on roll, of whom 10 are within the early years age group and all attend for a variety of sessions. The childminder operates all year round from 7.30am to 5.50pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years.

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

 provide a wider range of positive images of all children and people including those with diverse physical characteristics and disabilities

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

 seek ways in which to share information which is fully focused on children's overall learning, with all other practitioners, such as pre-school and primary school teachers, when children attend more than one setting.

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who attend

The childminder has a good knowledge of the Early Years Foundation Stage. She successfully provides children with a stimulating educational programme which ignites their interests. As a result, children are successfully developing the characteristics for effective learners. They enjoy a stimulating learning environment which supports their curiosity and encourages them to develop their own ideas. For example, children show an interest for playing with play dough and are supported well by the childminder who helps them find the materials and tools needed. This ensures children are motivated and eager to learn. Children thoroughly enjoy being creative with the play dough and are supported to use their imagination well. For instance, when the childminder models pretend play by making a birthday cake, children engage well and pretend to blow out the candles. They enjoy lots of praise and encouragement from the childminder which encourages them to

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who attend

persist with the activity over a long period of time. During their play children are supported to successfully develop their communication and language skills. For example, children copy single words said by the childminder, such as 'cake' and 'roll' and attempt to say more complex words such as 'football'. The childminder sensitively demonstrates how to pronounce words by repeating what children say correctly.

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who attend

Children enjoy exploring interesting resources which are organised well in the play room and easily reached. This develops their confidence and independence. Children are made aware of the wider world through resources which show positive images of differences and activities planned by the childminder. They learn about different cultures and are made aware of different religious celebrations and events. For instance, children enjoy creating a large drawing of a snake when learning about Chinese New Year. Older children explore the alphabet as they spell out words, such as 'snake', using sponge letters. This develops their skills for literacy. However, there is scope to extend the positive images provided for children in order for them to gain a richer understanding of people in the community with diverse physical characteristics and disabilities.

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who attend

The childminder accurately observes and assesses the good progress all children are making towards the early learning goals. She clearly records her findings in children's individual development folders. The information is used effectively by the childminder to identify children's learning priorities and to plan challenging activities. This ensures children are well prepared for the next stage in their learning and to be ready for school. Parents are encouraged to support and share information about their child's learning in various ways. They benefit from daily discussions with the childminder and are encouraged to take their child's communication book home to read. The childminder is also engaging with parents of younger children in preparation for completing the written summary for the progress check at age two years.

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

Children and their families enjoy a gradual introduction into the setting which supports them to settle well over time. The childminder clearly demonstrates her enjoyment of being with children and supports them to develop strong attachments with herself and each other. When young children develop anxieties at being left by their parents, the childminder discusses these changes with their parents and provides children with the support they need to feel safe and secure. For example, she gives them physical re- assurance with a cuddle and distracts them by discussing what they are going to do in the setting. This supports children's emotional well-being.

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

All children demonstrate friendly behaviour and are learning to respond to the clear boundaries set by the childminder. For example, when a young child attempts to stand on a chair, the childminder provides a clear explanation as to why this is not acceptable behaviour and why it is dangerous. The child responds well and continues to sit appropriately, therefore learning to be aware of and alert to possible dangers. In addition, older children are learning to accept delay when their needs are not met immediately. For example, when a four-year-old attempts to gain the attention of the childminder, he benefits from a clear explanation as to why he must wait. The child demonstrates an understanding and cooperates well by distracting himself with another interest.

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

All children are developing their independence and are competent at managing their personal needs relative to their ages. For example, young children indicate when they have soiled their nappies and older children ask for baked potatoes and beans for their dinner. Children enjoy lots of opportunities to develop their physical skills both indoors and outdoors. For instance, they enjoy regular visits to the park where they develop their confidence in moving in a variety of ways, such as climbing, sliding, running and jumping. While indoors they have great fun exploring a flexible play tunnel. They eagerly share this experience with their peers and cooperate well with each other as they choose to play peek-a-boo games. Children enjoy seeking and trying out different ways to use the tunnel and develop their physical skills as they crawl inside and place the tunnel over their heads.

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provision

The childminder has embraced the Statutory Framework for the Early Years Foundation Stage and has a secure knowledge of the areas of learning and the good progress children are making. She demonstrates a strong motivation to continually improve both her own skills and the quality of the setting. For example, the childminder has plans to update her knowledge in safeguarding and food safety. She effectively evaluates her own practice and that of the setting as a whole. Parents are encouraged to share their views verbally and cards given to the childminder demonstrate their satisfaction with the service provided. For example, parents comment on their children being happy and confident and developing their writing skills. One parent states that their child 'is transforming into a school-ready girl'.

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provision

The childminder gives high priority to the safeguarding and welfare of children and protects them from harm. She demonstrates a good understanding of child protection issues and implements well-written policies and procedures, which are effective in practice and shared with parents. The childminder identifies all hazards both indoors and outdoors and minimises them successfully to ensure children are able to learn in a safe and inclusive environment.

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provision

The childminder is also developing positive relationships with other practitioners, such as pre-school teachers and primary school teachers, when children attend more than one setting. Upon collecting children the childminder discusses with teachers what children have enjoyed doing and their general routines and behaviour. However, there is scope to improve the sharing of children's identified learning priorities with pre-school and primary school teachers, to ensure all adults have a shared and agreed view of children's individual learning and development.

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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 EY335301 Local authority Derbyshire Inspection number 911417 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 20

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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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