Stanton, Julie-Anne

Inspection date

Previous inspection date 25/07/2013 19/08/2009

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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 settle quickly and form strong attachments and relationships with the childminder. This helps children feel safe and secure.  The childminder has a secure understanding of how to support children's learning and development. As a result, children make good progress and are active learners.  The competent and vigilant childminder safeguards children well by following good procedures for maintaining their safety.  The childminder develops effective partnerships with parents and communication is good, which helps ensure she consistently meets children's needs.

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It is not yet outstanding because

 Children, sometimes, have less opportunities to use musical instruments to enhance their very good creativity and to help them begin to understand about rhythm.  Children are not always fully prepared for their move to other early years establishments or school, to ensure they are fully provided with good continuity of care and learning.

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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 held discussions with the childminder and spoke to the children.

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Inspection activities

 The inspector observed children in their play, participating in focused activities, outside play 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 journals records and planning documentation.

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Inspection activities

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

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Information about the setting

The childminder was registered in 2005 and is on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She lives with her children aged 11 and three years in Ilkeston, in Derbyshire. The whole of the ground floor of the childminder's home is used for childminding purposes and there is a garden for outside play.

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Information about the setting

The childminder operates Monday to Friday from 7.30am until 5.30pm, all year round, apart from family holidays.

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Information about the setting

There are currently two children on roll, who are both in the early years age range. Children attend on a part-time basis. 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:

 increase children's creativity and help them begin to understand about rhythm by, for example, providing more opportunities for them to use musical instruments

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

 enhance the continuity of care and learning for children by developing further links with other early years establishments or schools.

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who attend

Children are happy and content in this childminder's home. She has a secure knowledge of the learning and development requirements of the Statutory Framework for the Early Years Foundation stage. She thoroughly understands that children learn best through play. She obtains from parents information about their child's preferences, characteristics and capabilities before they start in her care. She uses this information, along with her own initial assessment, to effectively form her starting points for children's learning. As a result, she can provide activities of interest for children when they first start. Consequently, children settle quickly into her care. Assessment is robust. The childminder regularly observes children while they play and uses the information she gathers to identify children's next steps and inform her planning. She has successfully completed the 'progress check at age two' and shared her finding with parents. They comment that they

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who attend

are happy with the progress of their children. Children are gaining a good range of skills to support their readiness for school when the time comes.

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who attend

Parents are involved in children's learning through daily discussions. The childminder talks regularly with parents to share information regarding children's likes, dislikes and their current stage of development. She provides opportunities for parents to discuss children's progress at collection times. They talk about their children's achievements at home and this enables the childminder to link their interests into planning future activities. Parents regularly view and contribute to their child's learning journal records, which provides an accurate reflection of their child's achievements and effectively promotes continuity in their care and learning. Therefore, children make good progress in their learning.

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who attend

The childminder provides a balance of adult-led and child-initiated activities that challenge and stimulate children. She knows the children she cares for very well and uses their interests to develop their learning. She is constantly talking to the children, asking open- ended questions and holding purposeful conversations, which helps them to develop their communication and language skills well. For example, children talk about 'the wiggly worm' in their grandmother's allotment, which evolves into a conversation about caterpillars and butterflies and their life cycle. The children can recall, with support from the childminder, a popular story about a hungry caterpillar that turns into a butterfly. Children love looking at books and sit in their cosy book area and talk about the pictures in their favourite books. They have made 'memory books', which contain photographs of themselves and as they turn the pages, they giggle as they see and recall, for instance,

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who attend

their visit to the farm. Children sit attentively and listen to stories, which are read with passion by the childminder. They remember rhyming words and predict the endings of popular books. These activities help the childminder teach children early literacy skills through fun and enjoyment.

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who attend

Children are well-motivated and consistently demonstrate the characteristics of effective learning. For example, maintaining their focus for an extended period of time as they play with their chosen toys. The childminder ensures children are actively engaged in stimulating play and learning experiences, which encourage them to explore and investigate. For example, they explore the different materials, such as shiny and coloured paper, tissue paper, feathers and 'googly eyes' as they create their animal masks. They use their imagination well as they dress-up as fire fighters and pretend to put the fires out. They sing and move their bodies to music. The childminder uses activities, such as these, to help children to be effective learners; as they explore, investigate, be creative and think for themselves. However, there are less opportunities for the children to use musical instruments to add to their creativity and help them to begin to understand about

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who attend

Children's physical development is promoted well. The childminder teaches children how to handle a variety of tools and toys. For example, they roll and cut play dough using cutters and rolling pins. Here, they use two hands skilfully. They place small pieces together to complete jigsaw puzzles and hold crayons and pencils correctly to make marks and draw pictures. They are beginning to write their own names and talk about their marks and drawing. Their movement skills are good. They enjoy being in the garden and use sit-and-ride-toys skilfully as they negotiate around the toys on the path. They are learning to peddle tricycles, climb steps and use small equipment effectively. To develop further the children's physical development and risk taking, the childminder takes the children to the local park. Here, they can use larger equipment, which challenges their physical skills well.

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who attend

The childminder helps children use numbers for counting in their everyday play and routines and they take great pleasure in filling and emptying containers, experimenting with quantity and measure. Children are provided with activities that enable them to count numbers and sort objects in their everyday play. For example, they play skittles outside. As they place the skittles together they count by rote independently to 10. As they, knock them down the childminder asks the children 'how many are standing?' and praises them appropriately, which encourages them to repeat the activity. This helps them to develop early mathematical skills through play. Children's future skills are encouraged as the childminder promotes the use of technology in their play. Children demonstrate confident and purposeful use of the electronic games to play a variety of mathematical and literacy games, where they navigate the screen and use controls well.

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

The childminder is sensitive to children's needs and has developed warm, affectionate attachments with them. Children enjoy close and trusting relationships with the childminder, which are developed over a period of time as they are gradually introduced to her home. Consequently, children feel confident to explore their surroundings within a loving and secure environment, which enables them to settle quickly and to become active in their play. The childminder makes sure that all children feel valued and included, involving them all during play activities and routines. This gives children the confidence to independently explore their environment and, therefore, extend their own learning. Parents provide the childminder with background information to ensure that she can meet individual welfare needs effectively and the transition from their home to hers is smooth. However, the children are not always fully prepared for their move to other early years

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

settings or school. This means continuity of care and learning is not always supported as well as possible.

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

The well-resourced learning environment ensures children's all round development is good as they learn through play, following their own interests and co-operating in activities with others. The childminder has a wide range of high quality resources and toys, which are stored around the home. Children have choices of what to play with, which helps develop their independence and free choice. Children's behaviour is good and the childminder consistently offers words of praise for their efforts and achievements, which helps build their self-esteem and confidence. They demonstrate good manners as they say 'please' and 'thank you' without prompting. As a result, children have a willingness to participate and learn and develop good habits for the future.

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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 good independence in eating, dressing and personal hygiene. For example, children put on and take off their shoes, asking for help when they need it and independently wash their hands ready to have their snack. Children learn about turn taking and sharing effectively as they play together. They understand the rules of expected behaviour, such as tidying toys away when they have finished playing with them. They are respectful of people's differences, as they explore their own cultural festivals and those of others through planned activities.

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

Children's personal and emotional development is fostered well as the childminder organises daily trips to the local community. They visit play facilities, 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 and helps them to develop an effective awareness of different people in the local community.

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

The childminder promotes healthy lifestyles, she provides healthy foods, such as strawberries, raisins and grapes for snack. She encourages parents to provide healthy 'lunch boxes' and talks to children about foods making them grow big and strong. Children have regular exercise as they use the garden daily, participate in dancing and take part in obstacle courses. Safety is a priority of the childminder's care. She teaches the children how to keep safe in her home and when out in the community. They learn not to throw sand in case they hurt someone and to use scissors carefully. Children participate in regular fire drills to ensure they know how to protect themselves in an emergency.

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provision

The childminder has a good knowledge of the safeguarding and welfare requirements of the Statutory Framework for the Early Years Foundation Stage. She has a written safeguarding policy, which details what action she would take if she did have a concern. She has attended training in child protection to ensure her knowledge of the signs and symptoms of abuse and reporting procedures is secure. She completes comprehensive records for the efficient running of her service. This includes detailed risk assessments for her home and while on outings. The process is effective in identifying and minimising risks to children. For example, the childminder caries children's details with her in the form of cards in case they are required in an emergency. She has an effective illness and infectious disease policy to follow for children who are unwell. She has a valid first aid training certificate so that she is prepared to deal with any accidents.

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provision

The childminder is enthusiastic to attend training and workshops provided by the local authority, to further develop her skills and knowledge to provide better activities and opportunities for children. She has recently completed a level 3 qualification in childcare and met all of the recommendations from her last inspection, which shows her good drive for improvement. She evaluates her practice and has a strong commitment to improving her service. She has started to complete a written self-evaluation of her setting, which involves the parents effectively. For example, she asks parents to complete questionnaires that provide feedback about her service. She identifies her strengths and weaknesses for improvement. For example, she has identified the need to use the 'car port' more effectively to enable the children to access the outside environment in all weathers. The childminder monitors her practice and children's achievements through her observations

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provision

and evaluations of their play. This helps her to assess the effectiveness of activities offered and how children learn from them. She knows the children well and that they are progressing in the expected learning bands.

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provision

Strong relationships are established with parents. The childminder has developed written policies relating to her service, which she shares with parents keeping them informed of her responsibilities. She communicates verbally with parents on a daily basis, this ensures they are fully aware of the care provided and the activities their children have enjoyed. Parents speak highly of her service and her commitment to meet their children's care needs. The childminder liaises, mostly, efficiently with other childcare professionals, such as those from the local authority, to help develop her further understanding of childcare issues.

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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 EY315524 Local authority Derbyshire Inspection number 820453 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 2

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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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