Owen Melanie

Inspection date

Previous inspection date 17/09/2013 07/11/2012

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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 friendly environment. As a result, children make suitably steady progress in their development.  The childminder successfully identifies and minimises risks in her home and garden. Children are safeguarded because the childminder is aware of her responsibilities to supervise them and protect them from harm.

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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 is less knowledgeable about providing activities that reflect each individual child's learning style and complement the characteristics of effective learning.  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.  The use of planning and assessment to identify children's progress and next steps in learning is not robust. This does not help children to make the best progress possible.

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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 learning activities, play and daily routines with the children.  The inspector supplemented all observations with pertinent questions.  The inspector held discussions and a joint observation with the childminder.  The inspector looked at samples of the childminder's records and documentation.

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Information about the setting

The childminder was registered in 1990 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her family in a house in Clowne, Derbyshire. The whole of the ground floor, toilet facilities on the first floor and the rear garden of the childminder's home are used for childminding. The childminder attends local amenities and groups. She collects children from the local schools and pre-schools. The family has a cat.

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Information about the setting

There are currently seven children on roll, one of whom is in the early years age group and attends for a variety of sessions. The childminder operates all year round from 7.30am to 6pm, Monday to Friday, except for family holidays and bank holidays. She is a member of the Professional Association for Childcare and Early Years. The childminder receives support from the local authority.

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must:

 ensure that children are fully enabled to make good progress in their learning and development by making sure that activities reflect each individual child's learning style and complement the characteristics of effective learning

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must:

 ensure children make good progress by, for example, consolidating the information gained through observing them and using this information to plan challenging and enjoyable experiences in all areas of learning and development.

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

 ensure 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 develop a generally positive attitude to learning because activities and experiences are based on their interests and are achievable. A sound knowledge of each child allows the childminder to provide activities for different abilities and preferences. Activities are appropriately well supported by the childminder as she has a suitable understanding of how to promote children's learning and development. This includes a suitable awareness of focusing on the prime areas of learning and having regard for the specific areas of learning. The childminder has a clear understanding of how to carry out the 'progress check at age two'. Therefore, children make satisfactory progress and they are appropriately prepared for their future learning, including entry into school.

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who attend

Children's learning is appropriately supported as the childminder responds to their interests by providing resources and engaging them in conversation. For example, children's interest in dolls is encouraged as they feed, change and put the 'baby' to sleep. However, the childminder does not extend and develop this interest with the children to promote and extend their learning and development. She is less knowledgeable about identifying individual children's learning styles and providing activities to support and complement the characteristics of effective learning. As a result, children's progress is satisfactory rather than good.

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who attend

Assessment of children's learning is generally, suitably used to plan activities to support their learning and development. The childminder completes basic observations to gauge children's abilities and their next steps in learning. However, she is less accurate in assessing where they are in their development and in planning purposeful challenging experiences with their next steps in mind, so that they make the very best progress. Nevertheless, children are offered a suitable range of activities to support their early skills. For example, the childminder develops their language and communication skills through regular and routine conversations and during activities. The childminder uses everyday routines and spontaneous or planned activities to promote children's learning and development. For example, on walks to school she encourages the children to seek out and talk about the birds and squirrels.

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who attend

There are opportunities for children to be creative, express themselves, discover and investigate. For example, they develop their skill to use tools safely as they experiment with scissors in a cutting and gluing activity. In addition, they identify the shapes they have made and talk about the colours. The range of activities is varied. Early writing skills are promoted soundly as children have access to resources daily. They are enabled to use their imaginations satisfactorily as they self-select and use a range of small world and imaginative resources. However, there is an impact on children's learning as most resources are mixed together and not stored so that children can easily select them. This means that they cannot make fully informed choices about their play and explore effectively.

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who attend

The childminder provides children 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 appropriately prepared for the next stage of learning in their lives. Children are supported appropriately in the transition from home to the childminder's setting as she obtains information about starting points from parents. Partnership with parents makes sure that children's progress is appropriately supported as the childminder and parents share information about their child's development. In addition, she encourages them to talk about what they have done at home, so that she has a more complete picture of children's achievements.

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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 and wider world as they enjoy outings and activities, including outings in the area and national and international celebrations.

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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 robust routines. For example, she maintains strict road safety procedures, of which, the children readily understand and respond to. The childminder is vigilant in making sure they are safe in and outside of the home, including when they use the rear garden.

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

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 use the good range of equipment in the garden and walk to and from school. Children learn about food appropriately through discussion and related activities. They assist in caring for fruit and vegetables in the garden. In addition, they plant their own sunflowers and monitor how tall they grow. As well as learning about food, this promotes their awareness of the natural world. 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. This means information obtained is not used to best effect to help to extend children's learning. Consequently, they 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. She is receiving support from the local authority and is in the process of completing action plans. 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 overall, protected from harm as she has a clear understanding of safeguarding procedures and her role and responsibility to report any concerns.

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provision

Children's welfare is assured as the childminder makes that all adults in the home are suitable and have the relevant checks. She has strict procedures and effective strategies to ensure children's safety, security and well-being are assured. The childminder is committed to making sure hazards are kept to a minimum and children can explore their environment safely both inside and outside of the home. She is proactive in and vigilant in her supervision of them, particularly in the garden and the access area to the home. 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 risk assessments, 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 successful partnerships with parents which support children's individual needs satisfactorily. 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. The childminder and school staff hold regular discussions. The school staff provide her with individual progress and development information, which highlight children's next steps in learning. Therefore, continuity of their learning is supported effectively.

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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 207573 Local authority Derbyshire Inspection number 932953 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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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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