Childminder in Derbyshire

Inspection date

Previous inspection date 16/05/2013 20/07/2009

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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 develop a strong sense of belonging with the childminder through her sensitive interaction with them. They form trusting bonds and attachments with her and are happy in her company.  Children are provided with a good range of interesting activities that provide challenge and the learning environment is well organised, enabling children to be independent in their play.  The childminder has a good understanding of safeguarding procedures and this enables her to promote children's well-being and keep them safe from harm.  Children benefit from regular opportunities for outdoor play. As a result, they develop a good understanding and appreciation of the natural world.

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It is not yet outstanding because

 The childminder has not explored further ways of gathering the views of parents so that they are consistently involved in reviewing and improving the quality of care for their children over time.  The childminder does not suggest activities for children to complete at home to fully promote shared learning, so that parents can further support their children's overall development.

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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 spoke with the childminder and children throughout the inspection.  The inspector observed free play inside and outside.  The inspector completed a joint observation with the childminder.

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Inspection activities

 The inspector looked at children's assessment records, learning journeys and discussed planning of the educational programmes.

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Inspection activities

 The inspector checked the childminder's documentation including her policies and procedures on behaviour and risk assessment.

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Information about the setting

The childminder was registered in 2007 and is on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three children aged two-, four- and five-years-old in Swadlincote, Derbyshire.

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Information about the setting

The whole of the childminder's house is used for childminding and there is a fully enclosed garden for outside play. The childminder operates from 8am to 6pm Monday to Friday. There are currently four children on roll; two of whom are within the early years age range. The family has two cats. The childminder collects children from local schools.

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

 strengthen self-evaluation by fully including the parents in the process, so that they are involved in the improvement of the quality of care for their children over time

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

 promote further, shared learning at home, by making suggestions of activities children can complete at home in order to further improve their overall development.

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who attend

Children are making good progress because the childminder is caring and meeting their individual needs. She effectively promotes children's interest and concentration, which are important skills in preparation for school. The childminder finds out as much as she can about the children she minds from parents at settling-in times. She uses this information effectively to plot children's 'starting points'. As a result, she can provide for their interests as they start with her. Consequently, children settle in her care quickly. She has a secure knowledge and understanding of how to promote the learning and development requirements of the Statutory framework for Early Years Foundation Stage.

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who attend

The childminder undertakes regular observations on the activities children participate in and these are recorded in their 'learning journey' records; these show that activities undertaken are clearly linked to the seven areas of learning. They include photographic evidence, children's work and a tracker chart that shows how children are progressing through the developmental scales, across all seven areas of learning. The childminder plans a varied range of activities which are closely matched to children's individual interests and development needs. Assessments are regular and precise, showing clear progression in children's development. This reflects that they are being well supported in their learning and development. The childminder successfully completes the progress check at age two. She talks regularly with parents to share information regarding children's likes, dislikes and their current stage of development. She provides opportunities

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who attend

for parents to discuss children's progress at collection times. In addition, she completes a progress summary of their learning. However, she does not suggest activities for children to complete at home to fully promote shared learning, in order to further improve their overall development.

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who attend

Children's language development is fostered through regular interactions and conversations throughout their play. Children are well motivated and consistently demonstrate the characteristics of effective learning. For example, maintaining their focus for an extended period of time as they thread beads. They demonstrate good handling skills as they manipulate the beads in their hands. The childminder skilfully encourages the children while not dominating the activity. This allows children time and space for trial and error and they show a sense of achievement when they succeed. Children are actively engaged in stimulating play and learning experiences which encourage them to explore and investigate. For example, they repeat actions, such as placing objects in and out of containers and filling and emptying the containers with the sand. They seek out their favourite games, crawling through the tunnel and den, expressing delight when adults

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who attend

engage in their play. They self-select other toys from low-level containers when they are ready to make changes, making choices and decisions for themselves. Children develop early mathematical skills as they participate in activities, such as baking and learn to measure and estimate the ingredients they use, sort by size and colour and use mathematical language in their play.

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who attend

Children enjoy lots of outdoor play as they explore the garden and park. They dig and plant vegetables and hunt for snails to develop an understanding of the natural world. Children explore technology using a range of resources. They show good levels of concentration and delight as they push buttons on the piano to play a tune. A child uses a microphone with interest and giggles at the sound it makes. The childminder provides further resources, such as battery operated toys to effectively extend children's experiences of using everyday technology. Physical skills are promoted well. Children crawl, climb and slide on large equipment and handle tools, such as chunky crayons and paint brushes to create their own pictures. An appreciation of books is fully promoted; children enjoy close contact with the childminder when sharing books, feeling comforted and reassured. They turn the pages one at a time and point to familiar pictures and

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who attend

characters, using props and puppets to establish reading as a pleasurable experience from an early age. Children recognise their name in print around the room and on their work. They are beginning to correctly form letters and write their own names. The childminder expands this by encouraging them to make their name out of 'cooked spaghetti'. These experiences support children's early writing skills well. The childminder knows that children learn best through play so provides efficient support and guidance to help them to make progress in their learning.

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

The childminder is sensitive to children's needs and has developed warm, affectionate attachments with them. Children enjoy close and trusting relationships with the childminder which are developed over a period of time as they are gradually introduced to her home. Consequently, children feel confident to explore their surroundings within a loving and secure environment which enables them to settle quickly and to become active in their play. They learn to take turns and share as they meet other children of similar and different ages, both within the childminder's home and at other children's groups. They play imaginatively and cooperatively together. For example, children play harmoniously with dried pasta and make 'cups of tea' for the childminder and visitor. This gives them the confidence to form friendships and to understand behaviour boundaries when they are ready to explore the wider community. Children demonstrate that they feel safe in the

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

childminder's home as they move freely and confidently and choose activities that interest them. The childminder consistently promotes good behaviour through praise and rewards, such as stickers and 'incentive charts'. She is a good role model for all children. They behave well and play cooperatively as the childminder sensitively supports their growing awareness of each other. She closely watches the children at play and ensures that children are quickly distracted as minor conflicts arise. For example, reminding the young children that it is not nice to take toys from their friends.

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

Children's individual routines are closely followed, benefiting their good health and well- being. This means that children rest and sleep when they are tired and enjoy their snacks when they are hungry. The children bring their own food and the childminder encourages parents to provide a 'healthy lunch box'. Children learn to be independent and enjoy carrying out simple tasks, such as getting the plates ready for lunch. They follow good hygiene routines from an early age, learning how to keep themselves clean through daily routines. They benefit from regular fresh air and exercise as they go out for a walk every day and engage in physical play and games, indoors and outside. Children's safety is given priority as the childminder ensures her premises are secure, and daily checks of the premises ensure children play in a safe and clean environment. The childminder helps children to gain an understanding of risk, as she encourages them to be active and

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

explore their environment, whilst carefully supervising them. Children learn about road safety when away from the setting as they look to see if it is safe before crossing the road. Her home is well organised, offering them a broad range of choices in their self- chosen play and investigations. They learn how to keep themselves safe by following sensible safety rules, such as using the trampoline one at time and by staying close to the childminder when they go on outings.

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

The childminder has made strong links with other providers and settings children attend to ensure that they are working together to meet children's individual learning needs. The childminder is fully aware of children's individual strengths and provides activities and outings to help move children forward in all areas of learning so that they are ready for future transitions. She takes children to, and collects them from the local primary schools and has developed good links with teachers to support minded children when they start full-time education, to provide continuity of learning.

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provision

Arrangements for safeguarding children are good. This inspection took place following a notification by the childminder of an accident to a child playing in the garden while the childminder was watching from indoors. The inspection found that the childminder was fully aware of her responsibilities and took all the necessary steps to ensure the child received appropriate treatment, including notifying the parents and relevant authorities. Since this situation occurred, the childminder has put positive steps in place as precautionary measures and to minimise potential hazards. For example, she has reviewed her risk assessment procedures and adjusted them effectively, she has put in place boundaries for behaviour while playing outside, especially when the children are playing 'pretend hero play' and she now is always outside when the children are outside, including the older early years school children.

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provision

The childminder has a secure understanding of all safeguarding procedures, ensuring children are protected from harm and neglect. She has a clear policy in place to inform her practice and has the necessary details to refer any concerns to the appropriate agency. She maintains a close check on all aspects of her provision through daily safety checks and detailed risk assessments. All of the required policies, records and procedures are skilfully implemented, fostering an inclusive and safe environment for all children. The childminder is confident in her knowledge of the educational programmes and has effective systems in place to monitor each child's progress, taking into account what they can already do. She quickly identifies where there are signs of delay and seeks out the necessary support, advice and guidance to ensure that children receive timely intervention when needed. This ensures children's continuing progress across the seven areas of

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provision

The childminder has taken time to review her practice through her carefully considered self-evaluation, identifying what she does and has identified her weaknesses and areas for improvement. However, the self-evaluation does not successfully involve the parents in reviewing her service. The childminder does talk to the parents at drop-off and pick-up times and has asked them to complete questionnaires. These have been unsuccessful as often they are not returned and the childminder has not yet explored alternative ways of incorporating their views into her self-evaluation to identify further areas for improvement. The childminder demonstrates a drive for improvement and through efficient monitoring, she has identified areas for development. For example, to strengthen children's information and communication technology skills, she intend to acquire a computer to help older early years school children to complete their homework. The childminder is

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provision

committed to continuing her professional development. She has booked on future relevant training courses to further develop her knowledge of new practices in early years and use new skills to develop the childminding provision and improve the quality of care she provides for the children.

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provision

Partnerships with parents are generally good because the childminder has processes in place to gather and share information about their children so their individual needs are met. She fosters successful relationships with each child's parent, gaining their confidence and trust through positive interaction. She provides information about her service when children start her provision, so that they know how she runs her service. The childminder builds good links with other childcarers and community providers, establishing a secure professional network. This helps her to identify and model good practice and to support children's individual needs.

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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 EY374407 Local authority Derbyshire Inspection number 918700 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

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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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