Childminder in Nottinghamshire

Inspection date

Previous inspection date 21/05/2013 Not Applicable

p.1

early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

p.1

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.

p.1

It is not yet outstanding because

 The stimulating outdoor environment is not always sufficiently utilised to fully support children's learning through the use of an even wider range of resources and experiences.

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 play area and rear garden.

p.2

Inspection activities

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

p.2

Inspection activities

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

p.2

Inspection activities

 The inspector took account of the views of parents through the childminder's recent questionnaires.

p.2

Information about the setting

The childminder was registered in 2012 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and two children aged seven and five years in a residential area to the north east of Nottingham. The whole ground floor of the house and the rear garden are used for childminding. The family has two cats.

p.3

Information about the setting

The childminder attends toddler groups and local childminding support groups on a regular basis. She visits the shops, library and parks. She takes and collects children from the local schools and nursery. There are currently five children on roll, four of whom are in the early years age group and attend for a variety of sessions. The childminder operates Monday to Friday during term time only, from 7am to 6pm, except for Bank Holidays and family holidays. She children who speak English as an additional language and is a member of the Professional Association for Childcare and Early Years.

p.3

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.

p.3

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

p.3

who attend

children being enthusiastic learners and concentrating for long periods of time at their chosen activities. Children confidently access a wide range of interesting resources indoors, stored in all the play areas, especially in the playroom. They confidently move about and hide behind the door, and then get excited as the childminder pretends to look for them. Children enjoy looking at books with the childminder. They cuddle up and listen very well. This enhances their early literacy skills. Children begin to explore vocabulary because the childminder talks with them constantly about what they are doing and encourages them to respond to her. They enjoy feeling and exploring the different textures and items from the planned activity of the 'feely bag'. Children's independence is promoted very well. For example, they are encouraged to go and choose their own piece of fruit for snack time. Children are

p.3

who attend

confident with technology as they use the interactive toys. For example, they know they have to twist, push and move the buttons for the flaps to open. Children enjoy playing with the musical instruments and following the actions as the childminder sings songs with them. They have fun as they instigate a game of 'peek-a-boo' with the childminder.

p.4

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 in their learning journeys. 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 children's learning journeys and the daily diary sheets. 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.

p.4

who attend

The indoor environment is stimulating and enables children to follow their own interests. However, 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.

p.4

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

New children settle 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, which eases transitions to her house. The childminder liaises closely with parents to establish individual children's care routines from home. 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 help them to 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.

p.4

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

Good manners are reinforced as the childminder acts as a good role model. Simple house rules are followed, for example, they all sit at the table to eat meals, shoes are taken off in the porch and they are kind to one another. The childminder consistently praises the children as she notices what they are doing. She also asks for their opinions to show that she values them as individuals, which raises children's confidence and self-esteem. Younger children know when they have done well as the childminder uses visual methods as well as vocally praising them, for example, clapping, smiling and showing excitement. Children's behaviour is good and they are very confident. This also helps them prepare for their transition into other early years settings or school.

p.4

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

Children have numerous opportunities to learn about other cultures and beliefs as the childminder provides a range of activities and experiences. For example, they listen to Polish music and play with toys that reflect today's society. This helps children learn to value and respect others and to challenge inappropriate attitudes and practices. The childminder is very supportive of children who speak English as an additional language, and works with the parents in trying to learn key words in the child's home language.

p.5

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.

p.5

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

Children are well nourished as the childminder provides a balanced diet of nutritious meals and snacks. The childminder works with parents to meet all dietary needs. Children help themselves to a drink as they become thirsty, which helps to ensure that they stay suitably hydrated. The childminder helps children to develop good hygiene routines and praises them for all their achievements. Children have opportunities to explore the community around them, as they go out and about to different places. For example, they attend the local library, parks and different groups throughout the week. The childminder mostly offers a range of good quality resources and activities to children, which are selected to meet their stage of development and particular interest.

p.5

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. She updates her knowledge in this area by attending regular training. 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. When climbing, a younger child is reassured by the childminder so they feel confident in what they are doing. This ensures that children positively take safe risks.

p.5

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 attends regular training and the local network meetings to improve her own knowledge and understanding around caring for children. Self-evaluation is good and supports continuous improvement for the benefit of the children who attend. The childminder monitors children's progress. This means that she can check they are developing in line with the development milestones appropriate for their age.

p.5

provision

The childminder maintains a good two-way flow of information with parents and carers via daily discussions, a daily diary and regular meetings. This ensures both parties are fully aware of the child and their needs. Relationships with parents and other providers, such as teachers, are well established. 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 complete questionnaires for the childminder. They state that their 'child is very happy, always smiling and laughing, thrives with the variety of activities' and 'my child always comes home happy and talks about what they have been doing'. They state that the childminder is professional at all times, the environment is safe and

p.6

provision

friendly and that she is one hundred percent reliable.

p.6

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

p.6

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.7

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.7

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.8

Setting details

Unique reference number EY456124 Local authority Nottinghamshire Inspection number 892020 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.8

Name of provider

Date of previous inspection not applicable

p.8

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.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.8

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.8

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.9

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.9

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.10

Type of provision

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

p.10