Allen, Clare Jane

Inspection date

Previous inspection date 04/07/2013 09/05/2012

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early years provision

This inspection: 2 Previous inspection: 2 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 provided with an enabling environment, which successfully supports their learning and development. They enjoy their play and have opportunities to initiate their own learning, as well as participating in more structured activities.  Children thrive as they are happy and enjoy their time in the childminder's care. They form secure bonds and emotional attachments with her. As a result, they are enthusiastic, confident and eager to learn.  Partnerships with parents and pre-school are strong. The constant exchange of robust information complements and consolidates children's learning and development and ensures continuity of care.  Children are making good progress in their learning and development, due to the childminder's clear observations and assessments, and effective use of these to inform planning.

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It is not yet outstanding because

 There is scope for the childminder to obtain and use information about children's experiences at school, so she can quickly include any new interests when planning activities to complement and enhance their learning.  There is scope for the childminder to develop children's knowledge and understanding of diversity, for example through providing role play equipment reflecting different cultures.

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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 conducted a tour of the premises during the inspection.

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Inspection activities

 The inspector observed children's activities and routines in the inside and outdoor areas.

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Inspection activities

 The inspector spoke to the childminder at appropriate times throughout the observations and spent time interacting with the children.

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Inspection activities

 The inspector looked at children's learning journey records, planning systems, a selection of policies and procedures and children's records.  The inspector completed a joint observation with the childminder.

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Information about the setting

The childminder was registered in 2011 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three children aged 12, eight and four years in a house in Wigston Harcourt, Leicestershire. The whole of the ground floor and the rear garden are used for childminding. The family has two cats as pets. The childminder attends a toddler group and local stay and play sessions. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools.

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Information about the setting

There are currently seven children on roll, four of whom are in the early years age group and attend for a variety of sessions. She operates during term-time only, from 7am to 6pm, Monday to Friday, except bank holidays and family holidays.

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

 enhance the partnerships with schools that children attend to even better support their progress and continuity of care and learning

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

 increase opportunities for children to learn to about the wider world, for example, by providing access a range of resources that reflect diversity, such as dressing up clothes and play food.

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who attend

The childminder provides a stimulating and enabling environment where children can access a good range of activities and resources, to successfully support their learning and development. She has a very good understanding of the learning and development requirements and how young children learn. She uses her skills well to engage children's interests and to plan for their individual needs. She regularly assesses children's progress to identify any gaps in their learning. She uses effective teaching strategies to ensure children make very good progress given their starting points. For example, to support children's interest in animals and to encourage them to use the outdoors more, she purchased a range of small animals and dinosaurs for them to use in the sand or 'hide' in the undergrowth. The areas used for childminding are well organised so that children have access to a wide variety of toys and resources, which interest them and support their

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who attend

The childminder has very positive relationships with parents. Before children start, she asks parents to share information on children's care and learning needs. The childminder uses this to establish children's starting points and to ensure that children's interests are reflected in the range of toys and activities on offer. Information is shared on a daily basis ensuring parents are fully informed of their child's day and specific achievements. The childminder uses ongoing observational assessment to find out and analyse how well children are developing and progressing. She uses this information to develop the activity planning based on the children's interests and next steps. Parents are encouraged to review their children's learning journey records and to share updates about their child's achievements at home. As a result, children's learning and development, both with the childminder and at home, are supported well. Effective partnerships have been established

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who attend

with pre-schools that children attend, ensuring that children's learning and development is effectively transferred between the pre-school and the childminder. However, she has been less successful in establishing strong working relationships with the schools that children attend. As a result, the childminder is not always able to complement children's learning experiences within school when planning activities.

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who attend

Children are developing the key skills needed for the next steps in their learning, including pre-school and school where appropriate. For example, she encourages young children to feed themselves and older children have independent access to the toilets to manage their own needs. The childminder sensitively joins in with children's play and develops their learning. For example, she points out the shapes that can be used for cutting, to help children learn the correct names. She names the fruits in the play kitchen and remarks on the noises that animals make. As a result, children attempt to repeat some of these, developing their growing communication skills. The childminder develops children's language for communication through her ongoing discussions and interactions. She listens attentively to a toddlers requests for various activities, for example, as they point to the outdoors and say 'shee-shore', the childminder knows that this is a request for the see-

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who attend

saw and supports the child in accessing the outdoors. Children love books; they handle them well, turning each page carefully and choose their 'favourite' one to be read by the childminder. They have many opportunities to make marks, for example, through painting, sand play and using the white boards, both inside and outdoors, enabling children to practise and consolidate their early writing skills.

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who attend

Children's physical skills are actively supported. The childminder, knowing each child's stage of development, ensures that they are challenged appropriately to extend their abilities. For example, low-level tables are used, to enable those not yet walking to spend time on their feet while small and large play equipment in the garden allows more able children to test their skills. Children spend time with others not only within the childminders home but during outings to toddler groups and stay and play sessions. As a result, they become sociable and confident with others. Books and activities are used to develop children's awareness of diversity and the wider world. However, there is scope to improve the range of play resources, which represent children's diverse backgrounds and physical characteristics, so that children learn to appreciate and value each other's similarities and differences.

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

The childminder develops a close relationship with each child in her care and makes them feel very welcome. Children have formed positive relationships with her and they are relaxed and settled. This enables them to make good progress in their personal, social and emotional development. Children's growing confidence is evident as they engage the inspector in their play as soon as they arrive. They behave well and the childminder ensures that this is acknowledged through ongoing praise in all that they do. She is attentive to their needs, offering support and intervention when needed, but also recognises that children need to learn to do things for themselves. For example, when out in the garden the childminder patiently waited whilst a young child climbed onto the low- level wall and the grassed area.

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

Good settling-in procedures ensures that she is able to support, not only their individual stage of learning, but their care and welfare needs also. The childminder takes time to discuss children's care routines with parents before they begin and regularly updates this to ensure that children's individual needs are consistently met. As a result, the transition from home to the childminders is smooth and supports children's sense of belonging. The environment is organised well and allows children to make independent choices, for example from a range of low-level storage boxes. In addition, the doors to the rear of the home remain open, allowing children to choose whether they wish to play inside or outdoors. As a result, children take part in a range of play experiences, to support their all-round development.

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

Children learn about keeping safe as they take part in regular evacuations of the premises and as the childminder explains why standing on furniture is not safe. Children feel safe and learn to manage risks safely. For example, when they negotiate the steps into the childminder's garden or as they climb up the slide. They have regular access to the outdoors for fresh air and exercise and are able to relax and rest according to their needs. This effectively contributes towards their continuing good health and well-being. Children are able to access their drinks throughout the day, allowing them to manage their own thirst. Children enjoy foods each day that take account of their specific dietary needs and preferences and the childminder encourages and supports their understanding of healthy options.

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provision

The childminder has a good knowledge and understanding of how children learn and develop. The environment is well organised and reflects all areas of learning well. As a result, children make good individual progress. Observation, planning and assessment are used successfully to ensure that children's needs are acknowledged and planned for, offering an environment unique to their individual style of learning and reflective of their own interests. Partnerships with parents are good. The childminder has established a good range of policies, procedures and documentation to ensure parents are fully informed of her service and also to ensure that she obtains as much information as possible on children's needs before they being in her care. Children have individual learning journals, which hold information on their learning and development. These are regularly shared with parents, to keep them informed of children's learning whilst in the childminders care

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provision

and offer parents useful ideas on how they can support and extend children's learning at home. Overall, the childminder has established good links with other early years settings that children attend to ensure that children's learning and development is shared and supported. However, there is scope to improve the links with schools that children attend to effectively support their progress and continuity of care and learning.

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provision

Children are effectively safeguarded in the childminder's care. This is due to the secure knowledge and understanding she has regarding protecting children from harm. She regularly checks the premises for safety, using visual checks on areas children access along with written risk assessments to minimise any potential hazards. In addition, she has completed a training course in safeguarding, helping her to recognise potential signs or symptoms of abuse. Further to this, she understands the importance of liaising with appropriate agencies should she have any concerns for a child's welfare. This ensures that children are well protected and that their safety and well-being is given high priority at all times. The childminder ensures children are well-supervised at all times and all household members have been checked by Ofsted to ensure their suitability. The childminder is committed to developing the service she offers and regularly attends relevant training

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provision

opportunities. She also monitors her practice through the use of self-evaluation, seeking the views of parents verbally to ensure they are able to comment and offer suggestions to improve her service. This accurately reflects her practice and identifies those areas she wishes to develop, promoting continuous improvement.

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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 EY437627 Local authority Leicestershire Inspection number 921113 Type of provision Childminder Registration category Childminder Age range of children 0 - 14 Total number of places 5 Number of children on roll 7

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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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