Childminder in Derbyshire

Inspection date

Previous inspection date 10/05/2013 09/12/2009

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 Children are kept safe and secure because the childminder has effective procedures in place for safeguarding children and keeping the premises secure.  Children quickly settle and build relationships with both the childminder and their peers because she creates a warm and welcoming environment.  Children make satisfactory progress in their learning because the childminder engages with children during adult-led activities or those initiated by the children themselves.

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It is not yet good because

 Information obtained from observations made is not used to full effect in order to identify and plan for children's next steps in their progress and achievements.  The childminder has not yet established positive relationships with the nursery school where children attend to ensure any information shared is consistent and effective in supporting children's learning and development.  Self-evaluation lacks focus and the childminder is not aware of weaknesses in the provision. This means that she is not able to drive improvement over time to secure the best possible quality of provision for children.

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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 childminder's home.

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Inspection activities

 The inspector looked at children's records and a selection of required documentation and policies, including the safeguarding procedure.

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Inspection activities

 The inspector spoke with the childminder and children during the inspection and carried out observations of the childminder's practice.

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Information about the setting

The childminder was registered in 2002 and is on the Early Years Register and the compulsory and voluntary part of the Childcare Register. She lives with her two adult children in Langley Mill, Nottinghamshire. The whole ground floor of the home is used for childminding, along with toilet facilities on the first floor. There is a fully enclosed garden for outside play.

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Information about the setting

There are currently five children on roll, two of whom are in the early years age group. The childminder receives support from the local authority.

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must:

 use information obtained from observing children to understand their level of achievement, interests and learning styles. Shape learning experiences for each child reflecting those observations to help children make the best possible progress in their learning and development.

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

 strengthen partnership working by ensuring there are robust communication links with all the settings minded children attend, so that children fully benefit from a shared understanding and common approach to supporting their progress

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

 implement more thorough and focused self-evaluation which strengthens the links between identified priorities and plans to secure continuous improvement.

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who attend

Information gathered from parents when children start attending is used effectively by the childminder to help her establish a starting point for children's learning. Information, such as what children can do and what they like and dislike, helps with settling them into the provision and eases their transitions between home and her setting. Children are making satisfactory progress from their starting points. This supports their future learning across all areas and is preparing them for school. Their communication and language skills are developing well. The childminder constantly talks to the children, asks open-ended questions and engages in their play. Children respond positively to the childminder and enjoy her company. Through creative play, children are using their imagination. For example, they enjoy decorating their own ceramic pots in which they plant their sunflowers. They look at books, both with the childminder and those that they freely

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who attend

choose to look at themselves. This promotes children's interest in books and their early literacy skills as they begin to associate words with meaning. With the interaction of the childminder in activities, children's mathematical awareness is also fostered. For example, they talk about the colours of the building blocks and compare how tall their towers are.

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who attend

Opportunities for outside play are available daily. Children have access to an enclosed rear garden where they access equipment that further develops their physical skills, such as ball games. The childminder makes observations of children's learning and development. However, she is not making best use of ongoing observation and assessment to accurately recognise children's progress. This means that the childminder is not able to fully understand children's levels of achievement, interests and learning styles in order to make best progress. The childminder knows what the children like and she has a satisfactory understanding of their abilities. She provides activities that are age appropriate and that she knows the children enjoy. This helps them to positively engage in learning.

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

The information obtained about the children from the outset means the childminder is able to help children feel comfortable and reassured. Children enter the childminder's home confidently and welcome visitors as they say 'hello' and engage in conversations. Their confidence and self-esteem are developing well. The childminder offers them lots of praise and recognition for their efforts. She has a clear understanding of factors that might cause children to behave out of character, and she talks regularly with parents about home routines and any changes. Children are developing a secure understanding of how to keep themselves healthy because the childminder explains to them why they need to wash their hands after messy activities, before eating and after playing outdoors. A clean, well- maintained environment and regular risk assessments of the premises and resources help ensure children are kept safe, and the regular cleaning of toys and resources helps to

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

prevent the spread of infection. The childminder provides fresh and nutritious snacks, lunches and drinks, in line with parental wishes, to further enhance children's health and well-being.

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

The childminder manages the environment well and provides children with opportunities for outdoor play as well as the free use of the dedicated playroom and other areas of the home. Children benefit from daily exercise as they enjoy playing in the garden on a regular basis. The childminder has a variety of toys and play equipment to suit the growing needs of young children, which she rotates regularly to maintain their interest. Toys and games are clean, well maintained and age appropriate. Children become ready for their transition to school as their independence and social skills are promoted well. For example, toys and games are stored at low level, enabling children to see what is available and for them to freely choose and access what they want to play with. They practise their self-help skills with good support from the childminder and they form good relationships with her and their peers. They have regular opportunities to socialise further as they

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provision

The childminder has a sound understanding of safeguarding children and promoting their welfare, and is secure in her knowledge of child protection issues. She understands the Local Safeguarding Children Board procedures and how to refer any concerns she may have. The childminder's home and garden are safe and she has completed detailed risk assessments of all aspects of the provision. Policies and procedures to promote children's health, safety and welfare are all in place, available for inspection and shared with parents. The premises are kept secure to prevent children leaving unattended.

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provision

The childminder self-evaluates her setting to monitor the service she provides and to identify areas for future improvement. Overall, she has an appropriate awareness of how to meet children's needs. However, some aspects of the monitoring of the educational programme, observation and assessment procedures of children's progress are not yet fully secure, and this impacts upon the ability of children to make better than satisfactory progress.

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provision

The childminder has developed positive relationships with parents and regularly shares information with them about children's care needs. Partnerships with other settings which some children also attend are not robust to ensure information about children's progress and development is shared sufficiently so that this can be consistently supported. The childminder is aware of the need to work in partnership with any other services that support children and is confident to do so when the need arises.

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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 EY229781 Local authority Derbyshire Inspection number 893102 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 3 Number of children on roll 5

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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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