Childminder in Leicestershire

Inspection date

Previous inspection date 13/09/2013 Not Applicable

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early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder provides a good range of multicultural resources and experiences to extend children's knowledge and embrace the cultures of other children who attend  The childminder has an effective settling-in process in place, which includes obtaining information about children's care routines and preferences. Therefore, children have a positive transition into the setting and quickly become happy and settled.  The childminder has good procedures in place to ensure the safety of all of children. In addition, she teaches children how to take responsibility for their own safety, encouraging them to learn to assess risks for themselves.  Children make good progress in their learning and development and have a positive attitude towards learning. This is because the childminder knows them well and provides experiences she knows they will enjoy.

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It is not yet outstanding because

 There is scope to further develop children's understanding of sustainability and healthy eating by extending opportunities for planting and growing fruit and vegetables.  Opportunities to extend children's independence are not always used effectively, particularly at mealtimes.

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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 both the childminder and children.

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Inspection activities

 The inspector took account of the views of parents and carers through written statements and references from parents.

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Inspection activities

 The inspector observed the childminder engaged in a variety of activities, including learning activities, care routines and mealtimes.

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Information about the setting

The childminder was registered in 2011. She lives with her two school-aged children in a semi-detached house in a residential area of Leicester, Leicestershire. Access to the home is down one step. There is sufficient parking outside the home. The whole of the home is used for the purpose of childminding, with toilet facilities on the first floor. There is a fully enclosed back garden for outdoor play. The family has a cat.

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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. There are currently seven children on roll, three of whom are in the early years age range. She is a member of the Professional Association for Childcare and Early Years. The childminder attends local toddler groups and community activities. She visits museums, the toy library and makes use of local nature walks. She also picks children up from local schools. The childminder operates all year round 7am to 9pm, Monday to Friday but can also offer weekend care if needed.

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

 extend children's understanding of sustainability and healthy eating, for example, by providing further opportunities to grow and tend their own fruit and vegetables

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

 extend children's opportunities for developing independence at mealtimes, for example, by encouraging them to pour their own drinks and providing appropriate cutlery to enable them to cut their own food and snacks.

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who attend

Children's language and communication skills are well promoted as the childminder engages in discussion with them at all times. For example, as the childminder is cooking children's meal she continues to engage in conversation about their day at school and events that took place on the walk home. The childminder remains enthused and interested in what children have to say as they sit around the dining room table.

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who attend

Regular, detailed observations are made of children's learning. These are used to identify next steps of development and inform future planning. Regular progress summaries are completed and given out to parents. These are also used to identify any areas of strength or weakness in children's development, therefore, identifying if any early intervention or support is needed. An information sheet is issued to parents to advise how they can continue their child's learning at home, which supports children's continued good progress.

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who attend

Valuable information is gathered from parents about children's abilities and this helps to identify a starting point. Photographs are used to support the regular observations made. These are used to effectively develop progress towards children next steps. The childminder plans accordingly for the educational programmes provided. A weekly plan of the learning environment is displayed for parents in the entrance hall, so that they are aware of the activities provided for their children. Effective learning takes place because the childminder provides a range of rich and stimulating experiences. The playroom provides opportunities for children to self-select resources from low-level, labelled storage units. In addition, the childminder makes use of local facilities, such as, the toy library, museums, toddler groups and local nature walks. A display in the first floor play rooms shows how children have collected some natural resources, such as, pine cones, sticks and

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who attend

Children make good progress in their learning because the childminder maximises opportunities to extend children's thinking. For example, when children fill a bottle with some coloured stones then adds water, the childminder uses this as an opportunity to discuss why the water has changed colour and what colour it has changed to. Children are responsive to this and continue the conversation between themselves. Particular care is taken to encourage children to understand different cultures and beliefs through cookery and role play. There is also a wide range of cultural books and artwork and some text is converted into other languages. This helps children to understand and appreciate the diversity of the wider world. Children are enthusiastic and inquisitive learners who behave well, using manners without being prompted. This is because the childminder has appropriately high expectations of children and has embedded clear rules and guidance

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who attend

The outdoor area provides a range of challenging interesting activities. There are sensory ribbons trailed from the fence, some silver card attached to the fence for children to mark make and write their names and a range of physical equipment, such as, slides, hop scotch, rockers and a swing.

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who attend

Children use the information board in the entrance hall to record details about the weather, how they are feeling and what day of the week it is. There is also a self- registration board, which encourages children to recognise their names and the letters within it. It is the promotion of skills such as these along with independence, that ensures children have the key skills necessary for when they move into school when that time comes. The childminder accommodates the varying needs of children well. For example, there is a dedicated bedroom, which older children can access to enable them to do their homework without being disturbed.

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

The childminder's home is warm and welcoming helping children to settle quickly as they feel safe and secure when left in her care. They clearly respond with affection towards the childminder as they give her cuddles and softly stroke her arm as she talks. The childminder understands the individual needs of each child she cares for and has particular regard for their emotional well-being. When necessary she gives gentle prompts for children to acknowledge boundaries, in order to keep them safe. Children respond well when the childminder explains that they need to sit down when using scissors and not to wave them around near people. Children are also gently reminded to be careful on the stairs and make sure they close the stair gate behind them.

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

Good hygiene procedures are clearly embedded within practice as children automatically wash their hands before meals and after toileting and use their own personal hand towels provided. Good health is further promoted as children have access to a range of activities both indoors and out. Children also walk to and from school each day. The childminder provides a healthy menu for children, including fresh fruit and vegetables.

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

The childminder implements a good transition policy allowing children as many pre-visits as necessary to enable them to feel at ease in their new environment. During this time she builds good relationships with parents, gaining detailed information about each child's routines and preferences. This enables the childminder to build positive relationships with the child and family, helping to make the transition smooth.

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

Suitable rewards, such as, stickers, medals and certificates are used to recognise children's good behaviour. For example, one child is given a sticker because she found a banana skin on the way home from school and picked it up to put it in the bin. The childminder uses this discussion as an opportunity to extend understanding about why we should not leave litter on the floor.

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provision

The childminder attends regular training events and is currently studying towards a qualification at level 3 to further her knowledge and skills. On completion she hopes to continue her study by enrolling on a course that enables her to achieve a qualification at level 6. This demonstrates the childminder's commitment towards her own professional development as well as using this newly acquired knowledge, to maintain a good quality provision for all children in her care. The childminder effectively monitors the delivery of the educational programmes within her setting and has clear procedures in place to observe, assess and monitor children's progress.

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provision

The childminder has a clear understanding of how to safeguard children and can confidently explain what steps to take if she is concerned about a child's welfare. She has attended a recent paediatric first aid course and fully understands how to identify signs and symptoms of different types of abuse. A comprehensive range of risk assessments are in place and implemented effectively to ensure the safety of children at all times. In addition, the childminder has a secure understanding of changes that she must notify Ofsted of, to ensure the continued suitability of those in regular contact with children. The childminder is committed to reflecting upon practice to ensure continuous improvement. She uses information from parents and other sources, such as the local authority advisors, to identify strengths and areas to improve within her practice. Although, there is no current need for the childminder to work in partnership with any

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provision

other agencies, she fully understands her responsibility to do so should the need arise, in order to fully support children's needs. The childminder understands which agencies to access to gain support for children and families who may need it.

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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 EY435851 Local authority Leicestershire Inspection number 907139 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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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

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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