Brundrit, Heloise Karen

Inspection date

Previous inspection date 01/07/2013 26/05/2009

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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 benefit from secure and warm relationships with the childminder that enable them to feel safe and at ease in her care.  Children make good progress in their development because the childminder provides challenging experiences that stimulate and meet their individual needs well.  The competent and vigilant childminder safeguards children well by following good procedures for maintaining their safety.  Children and their families are valued and included. Positive partnerships with parents ensure children are fully supported.

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It is not yet outstanding because

 The childminder does not include photographs of children, their families or events in their lives as part of her visual prompts. This does not maximise opportunities for children to talk even more about events in their home life and during their time at the childminder's home.  Older children do not always serve their own food or pour their own drinks at snack or mealtimes. This means their independence and self-help skills are, sometimes, not as well supported as possible.

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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 compulsory part 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 held discussions with the childminder and spoke to the children.

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Inspection activities

 The inspector observed children in their play, focused activities, outside and at snack and mealtimes.  The inspector held a joint observation with the childminder.

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Inspection activities

 The inspector looked at children's assessment records, learning journal records and planning documentation.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder, her documentation and policies and procedures.

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Information about the setting

The childminder was registered in 2012 and is on the Early Years Register and the compulsory part of the Childcare Register. She lives with her husband and three children aged 15, three and five years old in a house in Melbourne in Derbyshire. The whole of the ground floor is used for childminding purposes and the first front bedroom. There is an enclosed garden for outside play. The childminder operates from Monday to Friday from 7.30am till 5.30pm, all year round.

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Information about the setting

There are currently three children on roll, all of whom are in the early years age range. Children attend on a full and part-time basis. The childminder visits the shops and park on a regular basis. The childminder supports children who speak English as an additional language. She has completed a level 3 qualification in childcare. She is a member of the Professional Association for Childcare and Early Years and has had support from the local authority.

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

 enhance children's learning further by extending the use of visual aids and thereby increasing opportunities for children to talk about their families and what they do with the childminder. For example, display photographs of children and their family, and create home-made books about events in children's lives

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

 review snack and mealtimes, so that older children can begin to serve their own food and pour their own drinks, to increase their independence and self-help skills.

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who attend

Children are happy and content to attend the childminder's home. She knows the children she minds well because she finds out all she can from their parents before they start. Information, such as children's likes, personalities and their capabilities, is gathered and used, with her own initial assessment, to inform the children's starting points. As a result, the childminder can plan activities of interest for the children when they first start. Consequently, children settle quickly into her care. She continues to teach, observe and assess the children while they play and uses the information she obtains to prioritize children's learning and inform planning effectively. As a result, she can provide stimulating and challenging activities for each child. Consequently, children are making good progress towards the early learning goals. The childminder has yet to complete a 'progress check at age two' summary due to the ages of the children she minds. She has, however, put in

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who attend

place a good format for this process and knows her responsibilities regarding sharing the summary with children's parents. Children who speak English as an additional language are wholly included and make good progress given their starting points. The childminder adapts her interactions to support these children. She provides dual language books and displays words in children's home languages, which further contributes to their inclusion and ongoing progress.

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who attend

The childminder understands that children learn best through play. She provides a good balance of child-initiated and adult-directed activities, which provide good levels of challenge for the children and enhance their learning. For example, children are playing in puddles outside and they are interested in a rainbow. The childminder talks about the rainbow and the colours they can see and how it was made. She then plans a selection of activities to further the children's learning. She introduces books about rainbows and puts a crystal in the window to reflect the light. Children try and make rainbows using mirrors, water and sunlight, they learn the rainbow song and paint rainbows. The childminder displays their work in the playroom to provide them with a good sense of belonging and achievement.

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who attend

Children are enthusiastic and have good attitude towards learning. They are engaged, well-motivated and think about what they are doing. They are willing to have a go, show curiosity, maintain focus and enjoy their play. The childminder fosters communication and language skills effectively. She is constantly talking to the children as they play about what they are doing. She asks open-ended questions to help them to think and introduces new vocabulary. This is clearly demonstrated when the children find a bumble bee in the garden. The purposeful conversation that follows involves the danger of bee's stings, the patterns on the bee's back and where bees live. The childminder introduces new words, such as 'pollen', 'beehive' and 'honey' and finishes off with a suggestion from the children to put the bee 'in the flowers so it can play'. Children love being outside and enjoy growing strawberries and tomatoes and planting flowers. They are learning about the

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who attend

Physical development is promoted effectively. Children are gaining high levels of handling skills because they have many opportunities to use a variety of tools. Activities, such as, chalking, cutting and sticking, threading beads and completing puzzles, help children to manipulate and handle small objects. Children's movement skills are enhanced as they enjoy playing in the garden daily. Here, they learn to climb and balance as they use the slide, run around and use small equipment, such as balls. To enhance children's movement skills the childminder takes them regularly to the local park, where they can run around in larger spaces and encounter equipment that is more challenging.

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who attend

Children love looking at books, they snuggle together independently and turn the pages carefully as they discuss the contents. Furthermore, they enjoy listening to stories. They are attentive and can predict rhyming words and the end of stories in detail. The childminder uses puppets and props to help the children concentrate. They sing popular songs and learn letter sounds efficiently. These opportunities, along with children learning to write their names, helps to promote good literacy skills. Children learn early mathematics by using everyday opportunities, such as counting bricks, sorting the toys and using number puzzles and games. The childminder enhances mathematical language throughout the day using words, such as 'big, bigger, long' and 'short'. Baking, using scales and measuring items, are specific activities the childminder provides to enhance this area of learning further. Children use cause and effect toys effectively to promote their

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who attend

communication information and technology skills and play sound and matching games on the toy computer. These are all skills that help children in their readiness for their eventual move to school.

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who attend

Parents are involved in their children's learning effectively from the start. They report they feel well-informed about their children's progress. They are encouraged to write comments in the children's learning journals. This provides a good two-way flow of information to support the childminder as she assesses children's progress and makes plans for their future learning. She offers individual time for the parents to share their views and find out about their child's development, so that they are fully involved in their children's learning. To further involve the parents the childminder suggests ways they can help their child at home. For example, growing a sunflower at home because the children are growing flowers in the childminder's garden.

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

Children have a secure attachment with the childminder and make good friendships with each other. The childminder has a thorough knowledge of each child's background and individual needs because she works closely with parents to understand these. She follows each child's home routine to help to ensure consistency of care, especially for younger children. As a result, children are well-settled, confident and relaxed in the childminder's home. They laugh and smile with enjoyment as they move around freely and respond positively to cuddles and reassurance, when they are upset, hungry or tired. Children are forming close and loving attachments with the childminder. They benefit from enthusiastic interaction with her and learn from her positive role modelling. She shows kindness and respect to children, giving them choices and waiting for them to make decisions.

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

The childminder sets good examples to children and encourages them to be helpful, kind and polite. They are respectful of people's differences, as they explore their own cultural festivals and those of others through planned activities. For example, children participate in celebratory events, such as Diwali, which helps them to explore people and communities. They engage in regular social activities, which help them to develop an effective awareness of different people in the local community. Children's personal and emotional development is fostered very well. The childminder organises daily trips to the local community in which they visit other childminders, walk to explore the environment and meet up with friends to play and socialise. This develops children's social skills by allowing them to engage with other children. Children's behaviour is good and the childminder consistently offers words of praise for their achievements. They demonstrate

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

good manners as they say 'please' and 'thank you' without prompting. As a result, children have a willingness to participate, learn and develop good habits for the future. They learn about taking turns and share while playing. They understand the rules of expected behaviour, such as tidying toys away when they have finished playing with them.

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

Children enjoy attending because the childminder provides a welcoming and stimulating learning environment. The playroom is spacious and is organised to provide comfortable areas for rest and play and direct access to outdoor play in the rear garden. She has also begun to make good use of visual prompts, such as posters and pictures of story characters, by displaying them in the playroom. However, these visual prompts do not include photographs of children and their families. This means there are fewer opportunities that help them to talk about their home life and events in their lives so they feel even more valued. A good range of high quality toys and resources ensure the children can make choices for themselves, which supports their independence.

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

The childminder continuously encourages young children to do things for themselves. From a young age, they develop, generally, good independence in eating, dressing and personal hygiene. For example, children put on and take off their coats, asking for help when they need it and independently wash their hands ready to have their snack. However, at snack and mealtimes the older children do not serve themselves food or pour their own drinks. This means their increasing independence skills are not always promoted as well as possible.

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

Children benefit from regular, healthy food and drink. The childminder gives clear healthy eating messages at mealtimes to support their understanding of healthy eating. This is reinforced through activities, such as playing with pretend fruit, growing fruit, cutting vegetables and cooking activities. The childminder encourages the children to develop healthy lifestyles as they benefit from fresh air and exercise on a daily basis. There is plenty of opportunity for energetic play in the garden. The childminder successfully ensures children's safety, while not inhibiting their risk-taking. They learn about the rules that help to keep them safe, such as those relating to the home, garden and trips out. For example, they participate in regular emergency evacuation practices, know not to run behind the swing and discuss the 'green cross code' when with the childminder on outings. The childminder provides effective support for children preparing for their transition to

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

school, such as through discussion, activities and school visits as necessary.

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provision

The childminder demonstrates a secure knowledge and understanding of the learning and development requirements of the Statutory Framework for the Early Years Foundation Stage. She has researched the revised framework and demonstrates a good awareness of the seven areas of learning. Therefore, children make good progress in their learning and development. Children with English as an additional language are given targeted support to reach their potential. This is done as inclusively as possible. The childminder communicates well with parents and other involved professionals to provide consistency and cohesion. This helps to improve the quality of the learning for all children. The childminder has a strong understanding of her responsibilities with regard to safeguarding children. She has a written safeguarding policy, which details what action she would take if she did have a concern. Risk assessments are comprehensive and

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provision

implemented and take account of all areas children have access to. The process is effective in identifying and minimising risks to children. For example, she conducts thorough risk assessments and keeps records of visitors, fire drill records and up-to-date policies and procedures. As a result, she promotes children's welfare effectively.

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provision

The childminder is a reflective practitioner who closely monitors the quality of the service she provides. She uses the guidance from the documentation Development Matters in the Early Years Foundation Stage. This helps her to know where the children are in the expected bands for development and enables her to act quickly if there are gaps in their learning. She has completed an accurate self-evaluation form and has identified many aspects for improvement to her provision, which will have a positive impact on the children in her care. For example, she intends to seek out ways of networking with other professionals to develop her knowledge and improve the activities she provides for the children. The childminder has effective processes in place to ensure she regularly reviews and updates all records, including children's contracts and information, along with the setting's written policies and procedures. She is also proactive in seeking feedback from

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provision

parents. She understands the importance of continuous professional development and has completed a varied selection of early years workshops. Furthermore, she has recently completed a level 3 childcare qualification.

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provision

The childminder has established successful partnerships with parents, with whom she is committed to developing trusting relationships. She provides parents with comprehensive information regarding her provision. She uses daily discussions, texting and home diaries to keep parents closely informed about what their children have been doing while in her care. Parents' views are valued and respected to help shape the service the childminder provides, so she can continue to give quality care to the children. Parents speak highly of her service and her commitment to meet their children's needs. The childminder is aware of the importance of working in partnership with other agencies and providers, where necessary, to support children's care and learning.

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The Childcare Register

The requirements for the compulsory 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 EY313000 Local authority Derbyshire Inspection number 820414 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 3

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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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