Childminder in Derbyshire

Inspection date

Previous inspection date 01/07/2013 07/09/2011

p.1

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

p.1

This provision is good

 Children's individual learning and care needs are met well as the childminder gives high priority to them. They are happy, settled and confident with the childminder who is warm and caring towards them.  Children are able to make good progress across the seven areas of learning as they have opportunity to enjoy a rich range and effective balance of child-led and planned activities that provide interesting and challenging experiences.  The childminder demonstrates a good understanding of the safeguarding and welfare requirements of the Statutory framework for the Early Years Foundation Stage to ensure children are safe and healthy in her care.  The childminder has established strong links with parents, carers and other settings or professionals involved in supporting children's care and education.

p.1

It is not yet outstanding because

 There is scope to strengthen the already very positive impressions children have of their own and others' cultures and faiths by providing opportunities for them to experience related activities and first-hand experiences.  There is scope to allow children to further extend their rapidly growing sense of exploration by providing an area where they can freely dig and investigate what is in the soil.

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 between the childminder and children.  The inspector carried out a joint observation with the childminder.

p.2

Inspection activities

 The inspector held discussions with the childminder and observed her interaction with the children.

p.2

Inspection activities

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

p.2

Information about the setting

The childminder was registered in 1992 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband in a house in Brimington, Derbyshire. The childminder uses the whole of the ground floor, the bathroom on the first floor and the garden for childminding. She attends local amenities and groups on a regular basis. The childminder collects children from the local schools and pre-schools. The family has a dog.

p.3

Information about the setting

There are currently four children on roll, three of whom are in the early years age group. Children attend for a variety of sessions. The childminder provides care all year round from 6.15am to 6pm Monday to Friday except for family holidays, Christmas and bank holidays. Hours are flexible depending on the requests of parents. The childminder supports a number of children with special educational needs and/or disabilities.

p.3

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

 strengthen the positive impressions children have of their own and others' cultures and faiths by, for example, extending activities and increasing opportunities for them to experience the wider community at first hand

p.3

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

 enhance further children's understanding of the natural world by, for example, providing a digging area outside to extend their exploratory experiences.

p.3

who attend

The childminder's interactions and teaching techniques are positive and show her good understanding of how to engage and capture children's interests. This helps children to progress well and develop good skills for their future learning, such as moving on to nursery or school. The childminder has strong skills and knowledge of the learning and development requirements and a first-rate understanding of how children learn. The mostly stimulating environment, both inside and outside, ensures that all children make good progress towards the early learning goals. In addition, she has a secure knowledge of enabling children to make progress by providing interesting and stimulating activities that meet all of the areas of learning. In particular, she is proactive in supporting children to make effective progress in the prime areas of learning and has good regard to the specific areas.

p.3

who attend

Children are well motivated and their learning is enhanced as the childminder has a high level of understanding of promoting their interests and ideas. For example, children's interest in computers is extended as the childminder provides opportunity for them to increase their early writing and reading skills by using an interactive programme. In addition, this provides challenge and helps to prepare them for school. The childminder is skilled in supporting children to actively direct and drive their own learning. They are developing confidence and self-esteem as they choose what they want to play with from the varied activities available. Alongside using spontaneous and routine activities, the childminder consolidates children's learning by planned activities that meet all the areas of learning. A planned theme about the planets and stars is enhanced as the children use the computer for research and investigation. For example, they examine the night sky.

p.4

who attend

Children's learning is extended as the childminder introduces linked topics. The children undertake other activities, including making shiny collages and they look at the lights and rainbows in reflections, bubbles and from crystals. They use a torch under a blanket to investigate dark and light.

p.4

who attend

The childminder is focused on children extending their skills in language and communication. She is skilled in encouraging children to think and challenge as they enjoy stories and discuss issues. Favourite stories and rhymes are selected by the children. Their experience is enhanced as they visit a local library book club, where they socialise with other children and learn about other people as the club is also attended by older people. The childminder provides wide opportunities for children to be creative. For example, they self-select from a well-resourced collage box. Children's mathematical skills are well promoted by the childminder as she routinely counts with the children, including on outings, when they climb stairs and wash their hands. In addition, children's learning is enhanced through number games, posters and activities, including baking, where the children weigh and measure ingredients.

p.4

who attend

Children successfully learn about the natural world by activities and outings. For example, they grow vegetables in the garden and greenhouse. However, there is not an area outside where they can freely dig and investigate what is in the soil. This means there is scope to allow children to further extend their exploration. Children are fully involved in learning about nature as they visit a farm park and use binoculars to seek out birds in the garden and on walks. They use books to identify the birds they see. In addition, children are actively involved in annual events, including a butterfly count. They learn about diversity and the wider community by access to resources, national and international celebrations and by discussions. Children can explore the local and wider community as they undertake outings, for example, they visit the shops locally, the surrounding towns, local markets and attend local groups.

p.4

who attend

The childminder knows the children well and she uses her observations effectively to plan for their individual next steps in learning. This is supported by her using relevant documents to accurately assess the children's stage of development. When children are settling-in with the childminder, parents are encouraged to contribute detailed information about their child. The childminder then uses this information, along with her own observations, to best effect in assessing the children's developmental starting points and what they need to learn next. This is the start of an ongoing process, which effectively involves the parents in their child's learning. They share good daily communication about children's learning. For example, each child has their own diary where the childminder and parents share their own observations about their development. In addition, the childminder shares with them activities the children have enjoyed so that they can

p.4

who attend

continue them at home. She also uses this information to help her write the summaries for the Early Years Foundation Stage, the 'progress check at age two' and to identify children's next steps in their learning. These are shared effectively with parents, and other professionals if appropriate, in order to identify the developmental levels and needs of each child and to help support their continued progress.

p.5

who attend

Children with special educational needs and/or disabilities are extremely well supported. The childminder ensures they are fully involved and activities are adapted to make sure they are supported to make good progress in their learning. The childminder works in liaison with parents and other agencies to make sure that the children's individual learning needs are well met. She has established strong links with the other settings children attend. Therefore, making sure there is continuity in children's learning and development.

p.5

who attend

Children are prepared well for entry into pre-school and school as the childminder proactively promotes independence and group skills. For example, she takes them on visits and talks to them about what to expect to prepare and reassure them. Children are encouraged to be independent as they put on their own coats, help to tidy away activities and learn to sit and listen attentively during group sessions.

p.5

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

Close and caring relationships and attachments ensure children are very secure, happy and fully confident in the childminder's care. Children thrive and thoroughly enjoy the experiences offered as the childminder knows them well. This is because she works closely with parents to understand all children's needs. Therefore, she can meet their care and learning needs effectively. Children are given the confidence to begin to explore and become involved as the childminder nurtures and encourages them.

p.5

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

Children's health and well-being is given priority. The childminder ensures they remain healthy by effective hygiene routines, which the children easily recall and they clearly understand why good hygiene is important. She provides them with healthy snacks and teaches them how to look after their bodies through exercise. The childminder makes sure that the children are active each day in the garden, on trips to the local park and fields. Physical activities, include, den making, running, ball games and using large play equipment at the children's amenities they attend. In addition, the childminder provides challenge and extends children's skills as she introduces, age and ability appropriate, different physical resources, including two-wheeled scooters. The childminder teaches the children how to keep themselves safe through robust routines and as they talk about and practise good road safety when they are out. In addition, they learn about self-protection

p.5

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

and safety as they are involved in visits by the police and ambulance service during a group activity. The childminder sets clear boundaries for good behaviour and all children are well behaved. She teaches them to share the toys and to take turns. She praises them when they do well and uses lots of positive encouragement. This builds their confidence, social skills and gives them good self-esteem. The childminder extends children's sense of self as they consider different families. However, there are fewer opportunities for them to experience related activities and first-hand experiences of their own, and others' cultures and faiths. This means there is scope to strengthen the positive impressions children already have.

p.5

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

The childminder knows the children and families well and builds effective relationships with them. Individual care needs, including for children with special educational needs and/or disabilities, are comprehensively discussed and met. Therefore, this helps them to adjust to changes in their lives. Children's transition to new settings, such as school, is eased as she shares information about the children with the setting staff and they are well prepared beforehand. The childminder passes on relevant information, so that children continue to receive continuity of care.

p.6

provision

The childminder is keen to provide the best experience for the children she cares for. She has an effective knowledge and understanding of the Statutory framework for the Early Years Foundation Stage and implements it well. This means that children's needs are quickly identified and met. The childminder regularly reviews children's progress, so that she knows which aspects of their learning need to be developed further.

p.6

provision

The childminder demonstrates a robust knowledge and understanding of the safeguarding and welfare requirements. Children are thoroughly 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 has a clear understanding of, and complies well, with the required ratios of her registration when caring for children. She ensures that hazards to children are kept to a minimum and they can explore their environment safely. She is vigilant in supervising the children and is extremely clear about her role and responsibility for keeping them safe. This includes robust security of the premises and collection procedures.

p.6

provision

Policies and procedures to promote the safety and well-being of all children are shared and agreed with parents and consistently implemented by the childminder. This includes, clear, well-maintained 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. This means that children's safety and well-being is given the utmost priority.

p.6

provision

The childminder has successful partnerships with parents and other professionals, which support children's individual needs well. For example, she liaises with health professionals where required. Children benefit from the open and trusting partnerships that the childminder has with parents. Parents are kept well informed at all times about children's routines and development. Information is shared verbally and through written documents, including, diaries, a parent noticeboard and newsletters.

p.6

provision

The childminder is soundly aware of the importance of evaluating the service she provides and reflects on what she does regularly to assess the impact on children's learning and development. Recommendations from the last inspection have been positively addressed. Parents' and children's views are sought and used to help her monitor the quality of children's learning, development and care. The childminder shows enthusiasm and dedication to her role. She is strongly committed to making ongoing improvements, including through training and by her own research. This means that children get the best service she can offer and achieve well in all areas of their development.

p.7

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.7

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.8

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.8

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.9

Setting details

Unique reference number 207788 Local authority Derbyshire Inspection number 900871 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

p.9

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.9

Type of provision

For the purposes of this inspection the following definitions apply:

p.9

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.9

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.9

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.10

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.10

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.11

Type of provision

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

p.11