Childminder in Derbyshire

Inspection date

Previous inspection date 02/07/2013 05/08/2009

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 Children settle well and feel safe and secure because the childminder fosters warm relationships with them.  The childminder creates a warm and friendly environment with a suitable variety of toys. As a result they make steady progress in their development.  The childminder has built strong links with the other providers the children attend and this ensures children's care and learning needs are suitably recognised and quickly met.

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It is not yet good because

 Children do not make the best possible progress across all of the areas of their development as the childminder does not use observations and assessments to link their progress to the areas of learning to make sure that any gaps in development are identified and learning is secure.  Children's full learning potential is not sufficiently supported as the childminder does not engage parents to become involved in their children's learning and to support their learning at home.  Opportunities for children to develop their mathematical skills and enable them to understand and respect their own and others' cultures and beliefs are not fully explored.  Children's learning is not fully supported as some resources are not organised or presented attractively to enable them to have greater opportunities to explore and make choices about their play.

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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 observed the childminder engage in a range of activities and daily routines with the children.  The inspector and childminder completed a joint observation and shared feedback.  The inspector held discussions with the childminder and children.

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Inspection activities

 The inspector looked at samples of children's assessments, children's records and a range of other documentation.

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Information about the setting

The childminder was registered in 1999 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three adult children in a house in Newton, Alfreton in Derbyshire. She uses the whole of the ground floor and garden for childminding. The childminder attends local amenities and groups 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 three children on roll, all of whom are in the early years age group. They attend for a variety of sessions. The childminder provides care all year round from 7.30am to 6pm, Monday to Friday except for family holidays and bank holidays. Hours are flexible depending on the requests of parents.

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must:

 ensure children's progress and future learning is assured by consolidating the information gained through observing them. Use this to plan challenging and enjoyable experiences in all of the areas of learning and development and include in assessments to identify any gaps in their learning

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must:

 develop strategies to encourage parents to become involved in their children's learning and to support learning at home.

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

 extend opportunities for children to experience activities that enable them to understand and respect their own needs, views, cultures and beliefs and those of other people

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

 extend opportunity for children to develop their mathematical skills by, for example, providing activities to consider weighing, measuring and other mathematical concepts

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

 foster further the characteristics of effective learning by, for example, making sure resources are organised to fully support children's learning so that they have greater opportunities to explore and make choices about their play.

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who attend

Children make satisfactory progress as the quality of teaching is, overall, sound. Therefore, they are appropriately prepared for their future learning, including entry into school. Children's assessment records are, generally, suitably used to plan activities to support their learning and development. The childminder knows individual children well and activities are provided around their current interests. She has an appropriate understanding about focusing on the prime areas of learning and having regard for the specific areas of learning. The childminder has a sufficient awareness of how to carry out the progress check at age two.

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who attend

The childminder makes sure that children develop a positive attitude to learning because activities and experiences are based on their interests and are achievable. Children are busy and enjoy the toys available to them. The childminder engages appropriately with the children, listening to and observing them to know when to offer support or allow them to direct their own play. There is, however, an impact on children's learning as resources stored in the play porch are mixed together and mainly stored in one large hamper box. These means that children cannot make informed choices about their play and explore effectively.

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who attend

Children's language and communication skills are suitably extended through regular and routine conversations and during activities. Their learning is appropriately enhanced as they talk about colours, numbers and shapes on outings and during activities in the home. For example, the childminder encourages the children to match the shapes of the pieces of a jigsaw puzzle. However, there are gaps in children's learning about mathematics as the childminder does not offer activities to extend their skills. For example, children have less opportunity to learn about weighing and measuring.

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who attend

Children's creativity is appropriately supported by the childminder as they explore and experiment with art and craft and imaginative resources. For example, they enjoy playing with a small world pirate ship with figures and explore their own creativity as they make collages. This is extended as children always have access to writing resources. Their independence is supported as they sharpen the pencils using a pencil sharpener stored in the pencil box. Children have some opportunity to learn about nature as they collect leaves and twigs on walks and use them in art and craft. They regularly visit a farm to see the animals. Children's interest after seeing ducks on a jigsaw is extended as they visit the ducks and geese locally.

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who attend

Partnerships with the school the children attend are very strong. The childminder and staff hold regular discussions. The school staff provide the childminder with written, individual progress and development records, which highlight children's next steps. The childminder uses this in her planning of activities and assessments. Therefore, continuity of children's learning is supported effectively.

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who attend

The childminder encourages the children to take turns, join in groups and provides them with opportunities to be involved in early writing and reading activities. In addition, she promotes independence by supporting them to dress themselves. Therefore, children are well prepared for the next stage of learning in their lives.

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who attend

Children are supported appropriately in the transition from home to the childminder's as she obtains information about starting points from parents. Partnership with parents in the sharing of children's development is broadly supported as the childminder does record in individual diaries activities they have completed. However, currently, parents do not share their comments in the diaries. The childminder does not yet share and involve parents in the assessment of children's development or encourage them to support their learning at home. Therefore, opportunities to support children's progress are not well supported.

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

Children are confident and secure with the childminder. She is warm and caring with them. This supports their well-being and promotes smooth transitions for them from their parents to her. They are acquiring suitable, attitudes and dispositions they need at school or the next stage in learning. This is because there are secure links with parents and school in relation to assuring the continuity of care and learning.

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

Children are learning about what is acceptable behaviour as they respond to the childminder's positive behaviour management. Their self-esteem is supported as the childminder uses lots of praise and encouragement. Children learn about the community as they enjoy outings and activities, including outings to children's groups and into the village. They become involved in the local life as they assist in creating a float and participate in the parade at the village gala. However, activities for children to learn about, understand and respect their own and other's cultures and beliefs are limited. Consequently, children's learning about themselves and their world is not fully explored.

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

The childminder contributes to children's understanding about keeping themselves safe through discussions and routines. For example, they are involved in fire evacuation procedures. She is vigilant in making sure they are safe in and outside of the home. Children are encouraged to develop healthy lifestyles with an appropriate focus on outdoor activities and play. They can test their physical skills and stamina as they explore and run in the park and attend local children's amenities. Children learn about food appropriately through discussion and related activities. Self-care is promoted as the childminder supports the children to practise appropriate personal hygiene routines.

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provision

The childminder, generally, has a suitable knowledge and understanding of the Statutory framework for the Early Years Foundation Stage. However, her knowledge of the learning and development requirements is not fully secure. For example, the monitoring of activities to make sure children are challenged and have experiences that cover all of the areas of learning is not fully established. In addition, the assessment of children's development, progress and next steps is in its infancy. This means information obtained is not used to best effect to help to extend children's learning. Consequently, children are not making the best progress in all areas of learning.

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provision

The childminder fully acknowledges the areas she needs to develop and is clearly committed to make changes to improve her provision to enable children to make the best progress. Her training is up to date and she is appropriately keen to continue to access training courses. The childminder is receiving support from the local authority and is in the process of completing action plans. Most of the recommendations from the last inspection have been addressed. This means that children get a, generally, suitable service that enables them to achieve appropriately in their development.

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provision

The childminder demonstrates a secure knowledge and understanding of the safeguarding and welfare requirements. Children are protected from harm as she has a clear understanding of her role and responsibility to report any concerns. Their welfare is assured as the childminder ensures that hazards are kept to a minimum and they can explore their environment safely. Policies and procedures to promote the safety and well- being of all children are shared with parents and consistently implemented by the childminder. This includes robust security of the premises, collection procedures and accident and medication records. In addition, the childminder makes sure that parents are fully aware of any activities or routines children are involved in by discussions and confirms their agreement through written consents.

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provision

The childminder has a generally, successful partnerships with parents which support children's individual needs overall well. Parents are kept appropriately informed about children's routines. Information is shared verbally and through written documents. Partnerships with schools and other providers are strong and effectively support children's transitions into school and the next stage of their learning.

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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 207747 Local authority Derbyshire Inspection number 918599 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 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

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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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