Childminder in Leicestershire

Inspection date

Previous inspection date 19/09/2013 Not Applicable

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early years provision

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

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This provision is satisfactory

 There is a good range of resources for children over the age of two years, which are varied, stimulating and cover all seven areas of learning.  The childminder makes use of local groups and facilities, such as toddler groups and the library, to give children opportunities to socialise and engage in a wider range of activities.  Children are encouraged to understand about healthy eating and sustainability by growing their own fruit and vegetables in the garden.  The children are cared for in a clean, warm and welcoming environment and parents speak positively about the care their children receive.

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It is not yet good because

 The range of resources and experiences provided for children under the age of two years is not varied or stimulating enough to ensure the youngest children are always challenged and encouraged to explore, so that they make the best progress in their learning and development.  Processes for monitoring and reviewing practice lack rigour to ensure that continuous improvement becomes embedded.

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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 activities in the childminder's home.  The inspector had discussions with the childminder about the children.  The inspector took account of the views of one parent through discussions.

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Inspection activities

 The inspector observed the childminder engaged in activities at intermittent times throughout the inspection, including singing, care routines and meal times.

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Information about the setting

The childminder was registered in 2013. She lives with her two children aged one and four years in a semi-detached house in a residential area of Leicester, Leicestershire. Access to the home is via one step. There is sufficient parking outside the home. The whole of the home is used for the purpose of childminding with toilet and sleeping facilities on the first floor. There is a fully enclosed back garden for outdoor play. The family has a dog.

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Information about the setting

The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder currently cares for one child, who is within the early years age range. The childminder is a member of the Professional Association for Childcare and Early Years. The childminder attends a local toddler group and the library with children. She also has the capacity to pick children up from local schools and pre-schools. The childminder operates five days a week from 7.30am until 6pm.

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must:

 ensure that the range of learning experiences and resources provided for the very youngest children, are varied enough to consistently offer challenge and promote critical thinking, in order to help all children make good progress.

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

 implement procedures to ensure that practice is monitored and reviewed regularly, taking into account parents and children's wishes, to ensure continuous improvement of the care and educational programmes provided.

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who attend

The childminder's home is warm and welcoming, helping children to settle quickly as they feel safe and secure when left in her care. The childminder has positive relationships with parents and there are effective systems in place to ensure the sharing of information between the setting and the child's home, so that there is a cohesive approach to children's early care and education. Sufficient information is gained about children before they start the setting, which ensures the childminder understands the individual needs of the children she cares for.

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who attend

Children make satisfactory progress in their learning and development because regular observations and photographs reflect children's learning and are used to clearly identify their next steps in learning. The childminder is able to identify areas of learning covered in observations and also makes reference to children's levels of involvement and well-being.

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who attend

In the main the childminder has a suitable understanding of how young children learn. While she provides a varied range of resources and experiences for the older children, this is less evident for the very youngest children, particularly those under the age of two years. Therefore, these children are not given enough opportunities to explore or extend their thinking and are not always adequately challenged. For example, a baby sitting on the play mat in the lounge has some age-appropriate resources surrounding them. However, when the baby becomes less engaged in the activities and begins to display signs of frustration, no further resources are provided to ensure the baby is still being challenged and stimulated. Through positive interactions with the children, the childminder encourages the development of early communication skills. For example, when looking at a book with a baby, the childminder repeats single words so the baby can gradually link

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who attend

The childminder has appropriately high expectations of older children, encouraging the use of good manners and explaining to children how their behaviour impacts on others. This helps older children to develop skills necessary for their move to school, when the time comes. Unacceptable behaviour is dealt with quickly and the childminder has a secure understanding of appropriate ways to deal with this type of behaviour. She also understands about her responsibilities to complete a 'progress check at age two' and who she needs to share this information with.

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who attend

The outdoor area provides a range of challenging and stimulating activities. For example, children are provided with opportunities to role play to extend their imaginative ideas. They also play on a range of large equipment, such as, a trampoline, bikes, slide and swing to enhance their growing physical skills. There is a large, sunken sand pit under development, which the children will soon have access to. The garage houses further resources which, with adult support, the children are able to select from.

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

Children are happy and form secure attachments with the childminder because she implements a good settling-in policy whereby children have plenty of pre-visits before parents leave them at the setting. During this time detailed information is gained about the child's care routines, likes and dislikes. This enables the childminder to ensure that the children's individual needs are suitably met. The children respond positively to cuddles and other interactions from the childminder. When upset, children confidently seek reassurance and comfort. For example, when a baby starts to cry, they automatically look up at the childminder and use their hands to signal that they want to be picked up. When the childminder responds, the baby stops crying immediately and is clearly comforted by this.

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

Good hygiene practices are embedded within daily routines as the childminder washes her hands after every nappy change and encourages even the younger children to have their hands cleaned as part of the nappy changing routine. Older children use the bathroom on the first floor of the house. There is hand soap available and children have their own hand drying towel to help reduce the risk of cross-infection.

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

Children's understanding of healthy eating and sustainability is enhanced as the children have the opportunity to grow potatoes and strawberries in the back garden. Healthy snacks, such as carrot sticks and sweetcorn are provided for the children and when parents provide children's main meals, they are encouraged to ensure these promote a healthy varied diet.

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

Children are kept safe because the childminder has precautions in place, such as stairgates and she gives consideration to fire evacuation routes. When out on trips and visits children are either strapped into a pushchair or encouraged to hold hands. Discussions about road safety are used to extend children's understanding of how to keep themselves safe.

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

Children get plenty of fresh air and exercise through daily walks to and from pre-school along with regular visits to the local park and library. These opportunities help develop children's confidence outside of the childminding environment, which supports them in preparation for later transitions to nursery and school.

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provision

Children's welfare is promoted sufficiently well. The childminder has devised an appropriate range of policies and procedures, which underpin her practice. She has a satisfactory understanding of her responsibilities with regards to child protection. Indoors, appropriate use of safety equipment, such as child locks on kitchen units and fire guards, means that children can safely move around their identified play areas.

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provision

The childminder is a newly registered provider and is still in the early stages of developing her practice. She has an adequate range of knowledge supported by many years experience of working with young children. While the childminder, in the main, has an understanding of areas she needs to develop, she does not yet have an effective methods in place to evaluate her whole provision, using parents feedback and children's voices to reflect on practice and the provision offered. As a result, she cannot ensure that continuous improvement is securely embedded. Sound support networks are in place to support the childminder's strive for improvement. For example, the local authority improvement advisor visits on a regular basis to advise and support the implementation of new planning and monitoring documents.

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provision

The childminder has sound partnerships with parents. She routinely shares information regarding children's achievements, both verbally, and by sharing children's learning journal books and daily diaries. This helps to ensure consistency for the children as they move between the childminder setting and their home. A parent spoke very positively about the care her child receives. The childminder has a sound understanding of how to work with other agencies should the time arise when a child or family needs additional support.

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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 EY453835 Local authority Leicestershire Inspection number 907867 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 1

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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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