Childminder in Derby

Inspection date

Previous inspection date 13/11/2013 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 requires improvement

 Children are happy and content in the childminder's care and positive relationships support their emotional needs well.  The childminder supports children in developing an understanding of good personal skills and an awareness of leading a healthy lifestyle.  The childminder has effective partnerships with parents and communicates well, this helps ensure she consistently meets children's needs.

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It is not yet good because

 The childminder does not securely understand the procedures she would take if there was an allegation made against her or a member of her household, which does not give the highest regard to children's safety in this instance.  Observation, assessment and monitoring processes are not effective enough to effectively identify children's starting points, next steps in their learning or accurately complete the 'progress check at age two'.  The childminder does not always enable children to make their own choices. She tends to suggest and direct activities and move children on to an alternative activity that may not always be their choice.

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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 children.  The inspector observed children in their play and eating snack.  The inspector held a joint observation with the childminder.  The inspector discussed the children's learning and progress with the childminder.

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Inspection activities

 The inspector checked the childminder's qualifications, her suitability, documentation and her policies and procedures.

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Information about the setting

The childminder was registered in 2012 and is on the Early Years Register and the compulsory and voluntary part of the Childcare Register. She lives in Alvaston, in Derbyshire, with her three children aged 15, 12 and 10 years. The whole ground floor of the house is available for childminding, which includes the bathroom facilities, as well as the rear bedroom upstairs. At the time of inspection the garden is not being used but parks and playing fields are a walking distance away from the childminder's home for children's outside play.

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Information about the setting

The childminder provides care all year round, Monday to Friday between 8am and 6pm. There are currently four child on roll, of whom three are in the early years age range, most of whom attend part time. The childminder walks to the local schools and nurseries to take and collect children. The family has a small dog and three cats.

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must:

 improve the knowledge and understanding of who to contact and what to do if an allegation is made against the childminder or a member of ther household, to ensure children's safety is highly prioritised in this instance

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must:

 ensure observation, assessment and monitoring processes are robust enough, so that they can be used to effectively compile children's starting points, identify next steps in their learning and accurately complete the 'progress at age two check', so that this information can be used effectively to support children in making good progress.

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

 support children as needed, to do what they are trying to do without taking over or directing their play through a mix of adult-led and child-initiated activities, so that they can make their own choices.

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who attend

Children are happy and content and enjoy their time with the childminder. She provides a generally good range of activities that stimulate and motivate children. She gathers information from the parents before the children start, about their likes, dislikes and their favourite toys. As a result, the children settle into her care quickly, because she can provide activities that interest the children. However, she does not gather information about the children's capabilities, to help her assess the children's learning and inform her starting points. The childminder continues to teach and observes the children while they play and occasionally uses the observations to inform her planning. However, she does not use the information gathered to identify children's next in their learning. As a result, the activities planned follow children's interests and generic topics, such as learning colours. Consequently, children are not always challenged in their learning and make satisfactory

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who attend

progress rather than good. Parents are involved with their children's learning appropriately. The childminder talks to them daily and completes daily written sheets about what the children have been doing. She has spoken to parents about the 'progress check at age two' and the process. However, her assessment processes are not robust enough to enable the childminder to accurately complete the check. This means that parents will not receive a true indication of their child's capabilities and learning.

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who attend

Children are active and most of the time, involved in their play. They are motivated and enjoy what they are doing. The childminder is often at their level sitting on the floor. She is enthusiastic and encourages communication and language skills appropriately. She is constantly talking and asking questions to the children to help them to think. However, she is too directive in their play. She dominates and is constantly moving the children on before they have time to consolidate what they are learning. One example of this is when one child is playing with some word cards and looking at the pictures and saying what the object is well to himself. He is self-motivated and directing his own learning. The childminder steps in and takes the cards and asks the question 'What is this?' holding the card up. The child tells her accurately, but then moves away to play with something else. Children learn handling skills well. There are many opportunities for them to use their

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who attend

hands and fingers. Children under the age of two years build towers and carefully place one brick on top of the other. Three-year-old children learn to hold a crayon correctly and enjoy drawing and colouring pictures. Both ages of children press small buttons on toys and manipulate the toys effectively to make them move. The children go to the local park and visit the soft play area to help develop their movement skills. Here, they climb and balance on a variety of equipment and take risks as they slide down chutes into the balls.

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who attend

Books are appreciated by the children who sit and look at the pictures. The childminder reads stories and this encourages the children to snuggle up, listen and concentrate. This helps to develop their literacy skills. Early mathematics is taught through everyday routine. The childminder is constantly encouraging the children to count, and she uses words, such as 'bigger' and 'more' when building towers. She plans activities, such as baking, to help develop children's awareness of measurement, for example, as they weigh ingredients. The childminder provides suitable opportunities for the children to socialise with others in community groups. As a result, children are beginning to learn the necessary skills to prepare them for the next stage in their learning, which is usually school. Children have opportunities to be creative as they paint and explore sensory items. Their imagination is developed as they play. For example, while playing with dumper trucks, children become

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who attend

'drivers' and drive the trucks around the room to the 'building site' and pretend to pour out the sand and build.

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

Children have warm and positive relationships with the childminder, are familiar with the routines and are confident in the environment. Consequently, they feel settled and enjoy the time they spend with her. The childminder ensures that she takes time to find out all of the relevant information from parents about children's individual routines and care needs. The childminder is responsive to children's needs, for example, changing their nappy when necessary and preparing a snack when they indicate that they are hungry. She ensures that their drinks are freely accessible so that they can make decisions for themselves about their needs. Children demonstrate that they feel secure and that their emotional needs are well met in the childminder's care. Children enjoy their interaction with the childminder, especially when they share favourite books together. Children are well behaved because they feel secure and understand what is expected of them, for

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

example, not running indoors. The childminder acts as a positive role model to children, treating them with consideration and respect and consistent praise and encouragement is offered. Consequently, children's confidence and self-esteem are effectively promoted. Relationships between adults and children are positive and older children demonstrate care and consideration for those younger than themselves. For example, two children engage in building towers and the older child sensitively offers support and guidance to the younger child about 'how to build the tower taller'.

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

The childminder creates a welcoming environment where children choose what they want to play with and have resources that interest them. The childminder provides an adequate range of activities overall to meet the needs of the children. The childminder keeps her home clean and tidy. Children learn to keep themselves safe. For example, they know they must only go in the kitchen or upstairs with the permission of the childminder. They have a suitable sense of belonging and are familiar with their surroundings. There is an appropriate range of toys and resources to cover all areas of learning. These are stored away from the children. However, the childminder selects the toys for the children daily and makes sure their favourite toys are always available. She changes the toys on request to meet the children's needs. For example, when a young child wishes for something that she can see in a clear box, the childminder fetches it out. The childminder promotes safety

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

and uses the environment to encourage the children to take risks. There are generally good arrangements in place to help children learn to keep themselves safe through everyday routines, such as helping them learn about road safety when on outings. She involves the children in fire drills, which helps to teach the children how to keep themselves safe in an emergency. The childminder provides children with regular outings to the local children's centre, toddler groups and other childminders. This helps children to develop confidence away from their main care establishment, as well as their social skills, such as sharing and taking turns. These opportunities and activities give children vital skills to support them as they grow up and prepare them sufficiently well for their move onto other establishments or school.

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

Children are developing an appropriate understanding of healthy lifestyles. They have opportunities to develop self-care skills. Children begin to learn from a young age the importance of good hygiene routines, for example, washing their hands before they eat, after going to the toilet and putting on their own shoes. They have choices at snack time and are encouraged to feed themselves at meal times. Healthy eating is suitably promoted as the childminder provides a balance of meals and snacks freshly prepared on the premises. Children sit together for snack and happily eat pieces of fresh fruit and drink water. The childminder models healthy eating and encourages children to try new foods, for example, dried dates. Children have daily opportunities to be physically active as they go for walks in the community and enjoy using the equipment at the park.

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provision

The childminder adequately understands her responsibilities towards the safeguarding and welfare requirements of the Statutory framework for the Early Year Foundation Stage. Safeguarding arrangements are generally clear and embedded into the childminder's practice. She has sound knowledge of her policies and procedures and implements them consistently to help keep children safe. She is vigilant and through appropriate knowledge of child protection issues, she protects children from harm. She has a sound understanding of the procedures to follow should she have child protection concerns about a child in her care and who to speak to should she need advice or to make a referral. However, she is not secure enough in her knowledge of whom she would contact or what she would do if there was an allegation made against herself or a member of the household. This does not ensure that children's safety is given the highest priority in this

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provision

instance. This is a breach of the safeguarding and welfare requirements of the Statutory framework for the Early Year Foundation Stage. The childminder completes risk assessments and daily safety checks enabling her to identify potential dangers and take appropriate steps to minimise them.

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provision

The childminder is keen to develop her skills and confidence in childminding and has a realistic view of the quality of provision she provides. She has a clear commitment towards her own professional development, and has attended courses since her registration. She understands her responsibility in meeting the learning and development requirements, although systems to observe, track and monitor children's progress are not yet sufficiently developed, to ensure children make better than satisfactory progress. Methods to help the childminder identify some strengths and areas for improvement are appropriate and she involves the parents in the process sufficiently. She has plans about how these areas will be developed. For example, she has identified the need to improve her garden facilities, so that she can user the area, to improve children's learning and play outside.

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provision

The childminder is enthusiastic and motivated and works well with parents to meet children's individual care needs and promote consistent routines. Parents write pleasing letters about their satisfaction with the care of their children and how they are happy with her service. Parents are provided with relevant information about the service the childminder provides and they are given a copy of the childminder's policies and procedures when their children start. The childminder has effective arrangements to work in partnership with others who provide care and learning for the children, in order to promote continuity of care and ensure that any concerns about children's learning or well- being can be identified and managed.

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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 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected within twelve months of the date of this inspection. 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

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Grade Judgement Description

the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. 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 EY448130 Local authority Derby, City of Inspection number 919356 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

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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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