Strange, Emma Louise

Inspection date

Previous inspection date 18/06/2013 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

 The childminder organises the environment effectively, both indoors and outdoors, to support children's independence and enjoyment.  There are a suitable variety of activities across the areas of learning and children enjoy their time at the setting.  The childminder is relaxed and friendly which promotes a calm environment for children to play and learn.  Meals and snacks effectively promote children's good health, as they are varied and healthy.

p.1

It is not yet good because

 Observation and assessment is not used to full effect to specifically identify how gaps in learning will be consistently supported, to ensure children make rapid progress.  The childminder is not maintaining a record of medication given or permission from parents and carers, to fully promote their good health when they are ill.  Self-evaluation does not pull together all of the areas for improvement, to help drive children's 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 observed activities in the playroom, kitchen and garden.

p.2

Inspection activities

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

p.2

Inspection activities

 The inspector looked at a selection of documentation which included the attendance record, children's learning records and the childminder's self-evaluation.

p.2

Information about the setting

The childminder was registered in 2013 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged one and eight years in a house in Derby. The whole of the ground floor and the rear garden are used for childminding. The family has a pet rabbit.

p.3

Information about the setting

The childminder attends a toddler group and activities at the local children's centre. She visits the park on a regular basis. She collects children from the local schools and pre- schools.

p.3

Information about the setting

There are currently five children on roll, all of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years. The childminder works with another childminder.

p.3

must:

 develop the use of the information gathered through observation and assessment to consistently plan activities and support for any gaps in children's learning, to ensure their progress is as rapid as possible

p.3

must:

 retain a record of the written permission for medicines to be administered and the medicines administered to a child, to promote children's good health when they are ill.

p.3

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

 develop self-evaluation so that improvements are planned and monitored to support children's progress.

p.3

who attend

The childminder demonstrates a suitable understanding of how children learn. As a result, children make satisfactory progress in their learning and development. The childminder provides a varied range of activities and consequently, children enjoy their time at the setting. Children's interests are taken into account in the provision of resources. For example, a younger child is particularly interested in the dolls and the childminder ensures these are accessible at all times, both indoors and outdoors. The childminder is beginning to observe what children can do and analyse this information to identify the next stages of development. However, this is not fully developed to clearly identify specific gaps in each of the aspects of the areas of learning, and therefore, fully promote children's next stage of development. The childminder demonstrates a suitable understanding of the requirements regarding the progress check at age two.

p.3

who attend

The childminder suitably supports children's development through her interaction. She is very clear in explaining things, for example, the rules to a game and how to use cutlery at meal times. This supports children's understanding in their communication and language, as well as their physical skills. The childminder consistently encourages children, from a young age to attempt to do things for themselves, such as finding and putting on their own shoes. Also, to begin to recognise that they need to rub their sun cream in. As they grow older, this prepares them in the self-care skills they need for school.

p.4

who attend

The childminder is very calm and relaxed and this promotes children's enjoyment. She chats to children while they play and asks some appropriate questions. For example, a child is talking about their birthday and the childminder asks when it is to promote their recall skills. On the whole, children's progress is suitably supported. For example, the childminder plays a game with older children and challenges them to recognise coins and bigger numbers. Older children are starting to recognise a range of numbers beyond 10.

p.4

who attend

Children join in enthusiastically with action songs and move their bodies to the music. The childminder is effective in encouraging their participation. For example, she encourages a younger child to join in with the toy that she is playing with. She shows children how to use the musical instruments to tap to the music. As a result children's development of expressive arts and design is suitably promoted. Children's early writing skills are promoted through play, for example, using chalks on the board outside. They ably grasp the chalk to make marks and show good control. The childminder demonstrates a suitable understanding of what skills children will need for school. As well as outings within the community to develop their social skills, children are also supported in their independence, as well as communication, language and physical development.

p.4

who attend

The partnership with parents and carers is suitably developed to share and gather relevant information. This promotes a consistent approach to supporting children's learning and development. Relevant information is gathered from parents and carers at the time of their childs placement. This means the childminder has an understanding of what the child can do as they start the setting, and therefore, give appropriate support. Children's learning journals are available for parents and carers to look at. Some relevant information about what children have been doing during the day is recorded in a daily diary.

p.4

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

Children are happy, comfortable and confident in the environment. Even children who have only been attending for a short time are well settled. Younger children sometimes choose to sit on the childminder's knee during activities, which demonstrates they are comfortable with her. Children develop positive relationships with both adults and other children within the setting. They often smile or giggle during play to express their enjoyment. Children of all ages enjoy social times together, for example, at meal times. The childminder gathers useful information about children's routines, as well as their likes, dislikes and interests, to support them in settling and to meet their ongoing needs.

p.5

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

The learning environment is a bright, attractive and welcoming space that effectively supports children's progress. A dedicated playroom is well organised and resourced to promote children's enjoyment and independence. Different activities and resources are set up within the room so that children can move around freely and choose what they play with. The well-maintained and child-focused garden is a space where children regularly choose to play. This successfully promotes the seven areas of learning. For example, children grow their own fruit and vegetables to promote their understanding of the world. Children's photographs are displayed indoors and outdoors which promotes a sense of belonging and they enjoy looking at their friends.

p.5

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

Children's behaviour is effectively managed. Children are very clear about the routines from an early age. This is due to the clear explanations and reminders the childminder gives, in her calm and relaxed attitude. She often encourages children to play with each other and talks very positively about all of the children in her care. Children show care and consideration for others and are excited when other children are arriving to play. They show respect for the toys and resources. As a result, inappropriate behaviour is rarely seen. The childminder employs suitable methods to manage any inappropriate behaviour and sensitively talks to children about the impact on feelings. The childminder maintains an effective ongoing communication with her co-minder to ensure that children's needs are consistently met. For example, they chat about a child's sleep routine and how this has very recently changed. They deploy themselves at different activities to ensure that

p.5

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

children get appropriate support and supervision.

p.5

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

Children's understanding of safety is reasonably well supported. On the whole, expectations are clearly established and as a result, children develop an understanding of their own safety. They move carefully both indoors and outdoors and listen attentively and follow instructions. However, occasionally the childminder does not consistently remind children why it is not safe to do something, for example, younger children biting a craft tool. Suitable support is given to help children understand about a healthy lifestyle. The childminder is keen for them to participate in frequent outdoor play to promote their understanding of fresh air and exercise as part of a healthy lifestyle. Children are growing their own fruit and vegetables to learn about healthy eating. The childminder effectively encourages children from younger age to eat a varied diet. Everyone claps when they try a new food or eat something they would not have eaten previously. Children wash their

p.5

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

hands at appropriate times and older children do this without prompt. They are suitably supported to understand why they are doing this.

p.5

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

The transition to other settings is given appropriate consideration. The childminder prepares them emotionally by talking to them positively about what they will be doing. She involves older children who can share their own positive experiences to reassure children.

p.5

provision

The childminder is suitably implementing the vast majority of the requirements of the Statutory framework for the Early Years Foundation Stage and of the Childcare Register. The childminder has a suitable understanding of safeguarding in relation to child protection. She is able to give appropriate examples of signs or indicators of abuse. Also, she can confidently explain the procedure she would follow in the event of any concerns. Risks and hazards are effectively minimised within the premises so that children can play safely. All household members are known to Ofsted to enable appropriate checks to be undertaken.

p.6

provision

The childminder employs suitable hygiene procedures to minimise the risk of cross infection for children, for example, when changing nappies. The mat is cleaned after each change, the childminder washes her hands and uses antibacterial gel and the nappy is disposed of immediately. The childminder has not retained a record with regards to medication, which is a requirement of both the Early Years Foundation Stage and the Childcare Register. The childminder confirms that she sought written consent from parents and carers prior to administering the medication. She also confirms she records the details of what has been given and when. However, she was unable to locate this record at the time of inspection, and therefore, was unable to provide evidence that this record is being maintained. This does not fully promote children's good health. However the risk to children is minimised because the childminder demonstrates a sound understanding of

p.6

provision

what is required and states this is due to a misplaced document.

p.6

provision

The childminder ensures there is a broad variety of activities, and therefore a balanced curriculum. She talks to her co-minder regularly about the activities and checks the environment and resources, to ensure she is consistently covering the seven areas of learning. She is beginning to use the analysis of children's progress through observations to identify where the gaps in learning are. Although, this is not fully developed to consistently plan the specific support needed.

p.6

provision

In the reasonably short time the childminder has been minding, she has made a positive start to her childminding business. She is currently undertaking a level 3 qualification to further develop her knowledge, to positively impact on the care she provides to children. The evaluation of her practice is undertaken jointly with her co-minder so that they can share their knowledge. The childminder is aware that each child has differing needs and this will influence her evaluation depending on who she is minding at the time. Most areas of practice have been suitably considered and some relevant areas for improvement identified. However, the areas for improvement have not been pulled together to enable them to be prioritised and monitored to ensure they support children's progress. Suitable consideration is given to gathering the views of parents and carers, including the use of a questionnaire to gather their feedback on the service.

p.6

provision

The childminder is committed to developing a partnership with all parents and carers to ensure children's needs are met. She shares relevant information in a 'welcome pack' that parents and carers receive at the time of placement. This includes requesting their permission for different things, for example, applying sun cream, so that parents and carers are aware of factors that affect the care of their children. The daily diary ensures parents and carers know what their child has been doing during the day, including meals, sleep and nappy changes where appropriate. As a result, children's ongoing needs are effectively supported.

p.7

provision

Suitable attention is given to sharing information with other settings the children attend. The daily diary provides a consistent record for each setting to read and record any information they think will be useful, to promote consistency in supporting children. Reasonably useful information is recorded, particularly about the types of activities children do, so that each setting can complement these. This ensures variety and reduces duplication for children, to promote their enjoyment.

p.7

The Childcare Register

The requirements for the compulsory part of the Childcare Register are

p.7

actions)

The requirements for the voluntary part of the Childcare Register are

p.7

To meet the requirements of the Childcare Register the provider must:

 keep a record of any medicine administered to any child who is cared for on the premises, including the date and circumstances and who administered it, including medicine which the child is permitted to self-administer, together with a record of the parent/guardian/carers consent and retain for a period of two years (compulsory part of the Childcare Register)  keep a record of any medicine administered to any child who is cared for on the premises, including the date and circumstances and who administered it, including medicine which the child is permitted to self-administer, together with a record of the parent/guardian/carers consent and retain for a period of two years (voluntary part of the Childcare Register)

p.7

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.8

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.8

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.9

Setting details

Unique reference number EY455065 Local authority Derby, City of Inspection number 901160 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 5

p.9

Name of provider

Date of previous inspection not applicable

p.9

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.9

Type of provision

For the purposes of this inspection the following definitions apply:

p.9

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.9

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.9

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.10

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.10

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.11

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.11