Childminder in Nottinghamshire

Inspection date

Previous inspection date 18/06/2013 20/06/2012

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early years provision

This inspection: 2 Previous inspection: 4 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 are happy and settled. They are building strong attachments and bonds, which promotes their well-being and self-esteem.  Children are stimulated and keen to learn in this inclusive and welcoming indoor environment. Consequently, they have lots of fun and show high levels of curiosity and imagination.  Partnerships with parents are strong. As a result, all children and their families are included in the setting and their skills and achievements are recognised and valued.  The childminder understands how children learn and develop. She supports all children to make good individual progress through child-initiated and structured activities. The accessible indoor resources are provided to meet individual children's interests and keep them motivated to learn.

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It is not yet outstanding because

 The outdoor environment is not sufficiently utilised to fully support children's learning through the use of a wide range of resources and experiences.  There is not yet a wide range of opportunities for children to further develop positive attitudes and challenge negative attitudes and stereotypes through the use of appropriate toys and resources that reflect the diversity of the wider world.

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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 living room.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the observations.

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Inspection activities

 The inspector looked at children's development records, planning documentation, the childminder's self-evaluation form and a selection of policies and children's records.

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Inspection activities

 The inspector took account of the views of parents through the parents' reference letters that the childminder had received for this inspection.

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Information about the setting

The childminder was registered in 2010 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her family in the Chilwell area of Nottingham. Their home is within walking distance of the local school, shops and park. The whole of the ground floor and the rear garden is used for childminding. The childminder is a qualified teacher.

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Information about the setting

The childminder attends toddler groups on a regular basis. There is currently one child on roll, whom is in the early years age group and attends for a variety of sessions. The childminder operates Monday to Friday, 7.30am to 5.30pm for 51 weeks of the year except for Christmas week, all main bank holidays and family holidays.

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

 strengthen the outdoor provision by providing a stimulating range of resources and experiences which are accessible and open-ended, to allow children to further explore, build, move and role play

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

 increase resources that reflect today's diverse society to help children gain a better understanding of the wider world.

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who attend

The childminder demonstrates a good knowledge and understanding of the Early Years Foundation Stage and therefore, promotes children's learning and development well. Effective planning and good organisation ensures that every child is challenged by the learning experiences provided. The childminder observes children during activities and makes sound assessments of their abilities. Children benefit from a good balance of adult- led and child-initiated activities and the routine is very flexible to enable them to pursue their own interests. They make good progress in their learning and development and are well prepared for their next stage in learning. The childminder demonstrates a good understanding of how to engage children and capture their interests. She offers a positive environment in which children can learn and play. This helps them to feel valued, safe and happy and empowers children to make decisions and discuss ideas. This results in children

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who attend

being enthusiastic learners as they concentrate at their chosen activities. Children confidently access a wide range of interesting resources indoors. Activities are presented in an inviting manner and are relevant to the children's current interests. Younger children enjoy imitating the adults as they pick up their handbag and push a baby doll about the play area in the pushchair. They wipe the baby doll's face after they have given them their food, demonstrating that they are aware of good hygiene routines. Children are very caring with the dolls and carry them very gently. Younger children tease the childminder demonstrating they have a sense of humour. Children begin to explore vocabulary because the childminder talks with them constantly about what they are doing and encourages them to respond to her. For example, the younger children repeat words and are beginning to join words together. Children's independence is promoted very well.

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who attend

Younger children enjoy empting the plastic bricks out of the bag and then putting them back. They also use their smaller muscles with good control as they pull the bricks apart, saying 'pull' as they come apart. Children like listening to stories and demonstrate that they know how they work. They are creative and enjoy doing art and craft activities, for example, they are proud of their 'sunshine' that they have done at the toddler group that morning. The childminder encourages counting as she plays with the children, for example, as she passes bricks to a younger child, she says 'one, two'.

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who attend

The childminder demonstrates high expectations of children and plans an educational programme that has depth and breadth across the seven areas of learning. She observes children's learning and records her findings. She successfully uses the information to identify children's learning priorities and makes plans to ensure children make as much progress as they can towards all the early learning goals. The childminder works well with parents to help children to settle. She encourages parents to share what they know about their child and keeps them very well informed of their child's progress, through the observations undertaken and daily discussions. The childminder demonstrates a good awareness of the progress check at age two. She understands how to involve parents in the process, so that they can share what they know about children's learning. The indoor environment is stimulating and enables children to follow their own interests. However,

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who attend

the outdoor area does not currently provide extensive opportunities to cover all areas of development in an inspiring environment. This means that children's learning outdoors is not always maximised to continually allow them to play and explore for themselves. The childminder demonstrates a good understanding of supporting a child who would be moving on to a new provision as in nursery or school. Being a qualified teacher, she fully understands the importance of children being emotionally ready for school.

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

Children settle very well because the childminder uses a thorough introduction for every new child and family. She invites parents to bring children to visit several times and gradually extends their time with her. The childminder liaises with parents to establish children's individual care routine from home. This supports consistent care between her and the families. Children demonstrate that they feel secure and form good emotional attachments with the childminder. They benefit from visits to toddler groups which enable them to develop confidence in new experiences and to helps them socialise. Children enjoy cuddles as they sit close by the childminder and play together. The childminder recognises and praises effort as well as achievement, enabling each child to develop a positive sense of identity. Younger children know when they have done well as the childminder uses visual methods as well as vocally praising them. For example, smiling

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

and showing excitement. Children's behaviour is good and they are very confident.

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

The childminder completes risk assessments and this minimises hazards to children to promote their well-being. Children develop an understanding of their own safety because the childminder makes sure that daily opportunities are included to learn about safety. Emergency evacuation is planned and shows a proactive approach towards helping children to understand safety. The childminder provides good support and has high expectations for the children to help them understand about risks around them. They are reminded about safety as they play and explore. This helps them to develop a sense of responsibility for themselves.

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

Children are nourished as the childminder is aware to provide children with a balance of nutritious meals and snacks. Currently parents choose to provide all food for the children attending. Children help themselves to drinks as they become thirsty and this ensures that they stay hydrated. The childminder helps children to develop good health routines and praises them for all their achievements. The children have sufficient opportunities to explore the community around them, develop their physical skills and get plenty of fresh air. They regularly visit the local parks to enable them to use the challenging play equipment and begin to have an understanding of risks and how to manage them. Children remain healthy because good hygiene routines are followed, including a suitable sickness policy. They rest and sleep according to their individual needs.

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

The childminder offers a wide range of good quality resources and activities to children that are selected to meet their stage of development and particular interest. Children have some opportunities to learn about other cultures and beliefs. However, they do not have many resources that reflect today's society for them to see, play with and use. This means that children are not fully supported to develop positive attitudes towards others.

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provision

The childminder fulfils her responsibilities in meeting all the safeguarding and welfare and learning and development requirements. She demonstrates a good understanding of safeguarding issues and knows the action to take if concerned about a child's safety and welfare. The childminder ensures parents are aware of the policies and procedures which support her practice. Children benefit from accessing a safe and secure environment. The childminder ensures all areas are well organised and all hazards are identified and minimised successfully. She closely supervises the children at activities so they can play and learn in safety.

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provision

The childminder demonstrates a positive approach to improving her professional development in order to enhance the learning, development and care of the children in her setting. She has suitably addressed the actions and recommendations made at her last inspection. Self-evaluation is good and supports continuous improvement for the benefit of the children who attend. The childminder feels her strengths are in having a secure relationship with the children. She has now made her garden safe and secure and this is where she wants to develop a child friendly environment. The childminder monitors children's progress. This means that she can able to check they are developing in line with the development milestones appropriate for their age.

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provision

The childminder maintains a good two-way flow of information with parents and carers via daily discussions, daily diary and regular meetings. The childminder is not currently caring for children who attend other settings or who are already receiving support from other agencies. She demonstrates a thorough understanding of how to establish partnerships when needed, in order to ensure that children are making the best possible progress wherever they spend their time. This ensures all adults have a shared and agreed view of children's individual needs and ensures the progression of children's learning. For instance, parents inform the childminder of their children's needs at the beginning of the placement and regularly discuss their children's learning priorities identified at home and within the setting. Parents provide written references for the childminder. They state that they are very happy with the arrangements. Their child is happy to be left with the childminder and

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provision

is always happily playing when they pick them up. Parents also state that their child 'has a great relationship with the childminder' and they are 'one hundred per cent happy with the childminder' and the care their child receives.

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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 EY412190 Local authority Nottinghamshire Inspection number 805339 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 1

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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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