Childminder in Nottinghamshire

Inspection date

Previous inspection date 03/07/2013 Not Applicable

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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

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This provision is good

 The childminder fosters strong bonds and warm relationships with children, which ensures they feel safe and secure in the setting and are developing sound attachments.  Children are keen to explore because the childminder provides a stimulating, well- organised indoor and outdoor environment where resources are attractively presented and easily accessible.  The childminder effectively reflects on her practice, considering the views of parents and needs of the children, to identify targets and to make improvements which enhance the quality of provision for all children attending.

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It is not yet outstanding because

 There are fewer resources to promote younger children's knowledge of the world, with particular regard to exploring and investigating a range of everyday objects.  The next steps of learning identified for children are not always clearly linked to their most relevant development needs. This means that support offered is not always sharply focused enough to raise children's attainment and progress from good to excellent.

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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 interacted with children at appropriate times throughout the inspection.

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Inspection activities

 The inspector took account of the views of parents as discussed with the childminder.

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Inspection activities

 The inspector sampled a selection of documentation including the childminder's self- evaluation document, children's learning journey records, planning documentation, written policies and children's records.

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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 husband and child aged two years in Underwood, Nottinghamshire. The whole ground floor of the house is used for childminding. There is an enclosed garden for outdoor play.

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Information about the setting

The childminder visits the local shops and park on a regular basis. There are currently five children on roll, all of whom are in the early years age group and attend for a variety of sessions. The childminder operates Monday to Friday from 7am until 6pm.

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

 ensure the next steps of learning identified for children are consistently matched to their most relevant learning needs so that they make better than good progress

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

 enhance the educational programme for understanding of the world, for example, by providing a range of everyday objects for babies to explore and investigate, such as treasure baskets.

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who attend

The childminder has a secure understanding of how children learn; she carefully observes children to find out about their immediate interests in order to plan activities or experiences to enhance their learning. A variety of ways are used to assess and plan for children's learning needs. For example, the childminder observes children in their play and takes photographs of them to illustrate the activities they enjoy. However, the way in which this information is used and shared with parents is not sharply focused in identifying children's most relevant next steps in their learning. As a result, there is scope to build on activities to help them make rapid progress pertinent to their individual learning, both in the setting and at home. The childminder has a thorough understanding of the progress check at age two and is aware to undertake these with parents.

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who attend

Children learn through play and exploration. The childminder spends the majority of her time sat on the floor with children, which enables her to interact with young children and babies at their level. She provides children with a varied range of sensory play experiences and gives good quality support. For instance, children become engrossed as they lift flaps on battery-operated toys and enjoy pressing buttons to produce a sound in interactive books. This helps to develop their interest in and understanding of simple technology and to explore the concept of cause and effect. Babies are offered space to move and stretch, and enjoy exploring resources that move or make a noise. However, there are fewer resources accessible to enhance children's knowledge of the world and use of their senses, such as treasure baskets, to invite responses by touching, smelling and feeling.

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who attend

The childminder supports children's listening skills by singing along to rhymes and encouraging children to join in action songs. They have access to a wide range of books which they enjoy looking at with the childminder. This enhances children's early literacy skills and provides them with opportunities to see pictures and learn about the wider world. The childminder encourages children's communication skills through effective interaction. She talks to young children, commenting on what they are doing, and asks questions to encourage their thinking and exploration. The childminder speaks clearly and younger children copy words that are new. This demonstrates that they are well supported in their language development. Children experience activities outside the home, such as toddler groups. This broadens their experiences in the social world and provides opportunities for them to begin to build social interaction with children outside the home

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who attend

and join in a wider range of activities. These activities help support children's readiness for school, when the time comes.

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

Children are happy and content in the childminder's welcoming home. She has a thorough knowledge of each child's background and individual needs, and follows the child's home routine to ensure consistency of care. Children form 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. This gives them the confidence to independently explore their environment and, therefore, extends their own learning. Children play alongside each other and show good behaviour, given their age and stage of development. The childminder handles children's behaviour in a warm, gentle but firm manner. This ensures they are fully aware of the boundaries and helps them develop their own self-control. She praises children readily, which promotes their self-esteem and

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

The childminder provides a safe, clean and well-organised home where children feel safe and secure to explore. Space is well utilised to support children's all-round development and needs. For example, children are encouraged to be active and physical exercise is an important part of their daily routine. They access the well-equipped outdoor area regularly and enjoy trundle toys, riding on push-along toys and exploring sand and water play. Routines are fluid and follow the children's interests. The childminder is caring for a number of young children, but is skilful in balancing each of their needs. She recognises when children are tired and offers cuddles and reassurance as she puts them down to sleep, which enhances their well-being. The childminder ensures children play safely through thorough supervision and guidance. She encourages them to learn to keep safe, such as through practising the fire drill. The

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

childminder provides clear guidance for children about good hygiene practice and is a good role model herself. For example, effective nappy changing routines are followed, which prevent the spread of infection. Children enjoy the benefits of a varied diet because the childminder has a good understanding of childhood nutrition. She ensures children are provided with a good balance of nutritious meals, consisting of various quantities and textures suitable for their age and stage.

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

The childminder has identified the need to liaise with other childcare providers to aid the transition from her setting to another. This means the children's transitions will run smoothly and provide continuous care and learning.

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provision

The childminder makes keeping children safe a priority. She has a positive approach to safeguarding, provides information and contact details for parents, and is secure in her knowledge of how to keep children safe. Written risk assessments help minimise identified risks in the home and garden and on outings. The building and garden are safe and secure. This helps to ensure children are protected from harm. Documentation and records are comprehensive, very well organised and reviewed regularly.

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provision

The childminder is motivated and enthusiastic and has recognised areas for further improvements. She has taken positive action to address these. Her strong commitment to ongoing self-evaluation, training and listening to parental feedback ensures that she is constantly improving the outcomes for children.

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provision

The childminder builds good relationships with parents as she is open and approachable, encouraging an important two-way flow of information. Written policies are shared with all parents via the childminder's website, which gives them a further insight into how their child's care is organised. Day-to-day information about the children is shared through verbal discussion, a daily diary and the learning journals to which parents contribute. Parents are encouraged to provide information about their child, which helps the childminder to ensure continuity between the child's home and the setting. For example, they are encouraged to share details of children's learning at home. Parents' questionnaires state that they are very happy with the care and education their children receive. The childminder understands the importance of working in partnership with external agencies and other settings to support children's learning and development.

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provision

The childminder has a secure understanding of how children learn, and reflects regularly on how she implements the educational programmes to benefit children's learning and development. This enables her to provide a wide range of activities and experiences. Overall, a good overview of the curriculum is maintained to ensure children make good progress towards the early learning goals in readiness for school.

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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 EY453713 Local authority Nottinghamshire Inspection number 900021 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 5

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Name of provider

Date of previous inspection not applicable

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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

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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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