Childminder in Derby

Inspection date

Previous inspection date 11/11/2013 14/12/2010

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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 requires improvement

 Children feel comfortable and secure with the childminder who provides a relaxed and calm environment where children enjoy making decisions about their play. They have a warm rapport with the childminder who is responsive to their needs.  The childminder promotes communication and language skills well, by asking questions, holding purposeful conversations and introducing new vocabulary.  The childminder forms positive relationships with parents, which enables them to play an active part in their child's learning.

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It is not yet good because

 The childminder does not complete an attendance record of the children she minds. As a result, she cannot reliably account for the names of each child or the hours they have attended.  The childminder does not effectively use the garden all year round to promote children's physical development, exercise or their exploration of the natural world.

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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 at lunchtime.  The inspector held a joint observation with the childminder.

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Inspection activities

 The inspector looked at children's children's assessments and planning documentation.

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Inspection activities

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

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Information about the setting

The childminder registered in 2010 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged nine and four years, in Oakwood, Derbyshire. The whole of the ground floor and the bathroom and two small rooms upstairs are used for childminding purposes and there is an enclosed garden for outside play.

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Information about the setting

The childminder provides care all year round, Monday to Friday between 7.30am until 6pm. There are currently eight children on roll, of whom six are in the early years age range, most of whom attend part time. The childminder walks to the local schools and pre-schools to take and collect children. The childminder is a member of the Professional Association for Childcare and Early Years and receives support from the local authority coordinator.

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must:

 ensure a daily record of attendance is kept, that shows the names of children and the hours they are attending the home.

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

 review the activities and opportunities for children to use the garden and equipment outside throughout the year, to help develop their physical skills and to learn about the natural world.

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who attend

Children are happy and contented in the childminder's home. The childminder is passionate about the children she cares for and knows them well. She obtains information from parents about their children's preferences and capabilities. She uses this information along with her initial observations effectively, to provide activities that are of interest to the children. This means children settle quickly into her care. She continues to teach, observe and assess children while they play and identifies children's next steps in their learning. The assessment process is robust enough because the childminder regularly tracks children's achievements. As a result, she is able to recognise when early intervention may be required and to plan challenge for children's individual learning. Consequently children make good progress towards the early learning goals. The childminder provides a good balance of adult-led and child-initiated activities to enhance

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who attend

children's learning. She teaches the adult-directed activities well. For example, while children create a placemat to use for a 'teddy bears picnic', she promotes handling skills well, as children use crayons skilfully to colour the picture and are beginning to write their names.

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who attend

Children are active learners and enjoy the activities the childminder provides; she teaches them effectively and promotes children's communication and language skills well. She holds good conversations with children, introduces new words and questions three-year- olds effectively. For example, while playing with the doctor's set she talks about the 'bear' being ill and introduces new words, such as 'stethoscope' and 'thermometer'. This extends children's learning because they talk and use the toys independently to see if the bear's 'heart is beating'. This also encourages their use of imagination as they pretend to be 'doctors'. The chilminder promotes physical skills generally well. She provides tools for children to use in the sand to make marks and encourages children under two years of age to use building blocks and jigsaws. Children learn appropriate movement skills as they make some use of the garden and enjoy visits to the park. They climb, and balance on

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who attend

equipment and enjoy digging for worms. Children develop their literacy skills as they have an enjoyment of books. They sit and listen to stories and the childminder encourages them to use books independently. She also extends their skills by recalling what has happened in the stories she reads. For example, children have created a display in the playroom about a popular caterpillar who is hungry. Here, they have put the pictures in sequence to tell the story. This display also incorporates mathematics, as children have used words, such as 'more' and 'bigger' and counted the pieces of fruit. Children increase their mathematical skills through everyday routine and play. These opportunities and activities help children to acquire appropriate skills to aid their future learning, which is usually school.

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who attend

Parents are involved well with their children's learning from the start. The childminder talks to the parents on a daily basis about what the children have been doing. She also provides daily diaries, which contain relevant information about the child and she encourages parents to write what their child has done at home. The childminder completes 'learning journal' records. She shares these with the parents. Parents take these home and comment on the progress of their children. The childminder involves the parents in the progress check at age two. Here they discuss the children's next steps in their learning and the childminder makes suggestions as to how the parents can help their children at home. As a result, these opportunities help to provide for children's learning and development over time and thereby increase progress.

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

Children show that they feel emotionally secure with the childminder as a result of the care and support she gives to them. There are clearly good bonds and attachments made as the children constantly go for cuddles and involve the childminder in their play. She shows an interest in what they are doing and is supportive of them. As a result, children respond positively to the childminder and are comfortable in her care. Information from parents about their child's welfare and care routines is shared when they first start, which helps to ensure their individual needs are met and they settle well. The childminder knows the children's individual routines, which she follows so that they have an appropriate balance of rest and play. Children's behaviour is managed appropriately and positive strategies to support this are used. Consequently, children are beginning to know what is expected of them and understand the need to share the toys and to be kind to each other.

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

They learn good manners by the childminder consistently modelling the use of 'please' and 'thank you'. The childminder praises them for their efforts. This helps children develop confidence and self-esteem and, as a result, they behave well.

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

The learning environment is generally well organised. The playroom has a good selection of toys to promote all areas of learning. They are stored for easy access and are clearly labelled for the children to see. There are plenty of photographs for the children to talk about their own families and events and provide a good sense of belonging. Children are able to move around the rooms confidently and choose where to play, including outside. However, this is only in the spring and summer months. As a result, in the winter months children do not have access to the garden and do not benefit from the equipment in the garden or the activities. Consequently, the outside environment is not effectively used throughout the year, to promote children's physical skills or exercise. Children are developing appropriate self-care skills through daily routines, such as wiping their hands before meals and snacks, which helps them to learn about generally good health practices.

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

Children sit and eat their lunch with the childminder. She provides healthy meals and snacks and encourages children to drink water throughout the day. This helps children to satisfactorily understand about healthy lifestyles.

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

Children are beginning to learn about how to keep themselves safe in suitable ways. For example, the childminder carefully explains to them the importance of road safety and looking for traffic, when out and about. She involves them in fire drills to help them understand how to keep themselves safe in an emergency. However, the childminder does not complete attendance records, which means that she cannot account for the children in her care if required, for example, in the case of a fire. This is because no record of who is on the premises is available. The childminder uses everyday activities to promote safety. For example, she encourages children to use scissors carefully and tidy away the toys, in case they trip over them. Children attend sessions at a local toddler group to help develop their social skills and mix with others. This helps children to develop confidence and helps support their move to other establishments.

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provision

The childminder understands her responsibilities if she has a concern about a child in her care. She has a written safeguarding policy which follows the procedures from the Local Safeguarding Children Board. She ensures that herself and any adults living in her home are suitably vetted through the Disclosure and Barring Service. She has attended safeguarding training, to ensure she is up to date with any child protection issues. As a result, children are adequately protected in the childminder's care. Children are supervised appropriately when on outings. The childminder takes emergency contact numbers for children and holds a current paediatric first aid certificate to keep children safe at all times. Appropriate practical safety measures are employed on and off the premises. Thorough risk assessments are in place for the premises, garden and outings. These are made to help prevent accidents and are reviewed on the basis of children's needs. Most

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provision

documentation related to statutory welfare requirements is in place, to ensure the safe management of the home. However, the childminder does not complete a daily record of the children being cared for in her home. As a result, she cannot account for the hours of attendance or children attending each day. This is a breach of the safeguarding and welfare requirements of the Statutory framework for the Early Years Foundation Stage. It is also a breach of both parts of the Childcare Register.

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provision

The childminder has made a good start to the self-evaluation process, by evaluating activities she provides for children and by making effective changes. She has completed the recommendations from the previous inspection and identified some of her strengths and weaknesses. For example, she intends to improve the programme for understanding the world. She uses monitoring of her observations on children to inform her weekly planning and to ensure that they are accessing all areas of learning in their progress towards the early learning goals. The evaluation process extends to all areas of practice, such as assessment. These are consistently precise for individual children and show children's achievements accurately. Therefore the childminder can provide for children's learning needs. The childminder is aware of where she would like to develop professionally, in order to improve her practice. She has attended short courses run by the

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provision

local authority and has recently enrolled on a course to complete her childcare qualification at level 3.

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provision

Parents are effectively informed about the provision through a daily two-way flow of information and the childminder welcomes feedback about her service. The testimonials read while on the inspection are positive and comment on the good service the childminder provides. They emphasise that their children are happy and thriving in the childminder's care. A number of policies and procedures are made available to parents in a pack of information before the children start attending and this informs parents about the care their children will receive. The childminder is aware of the benefit of exchanging information with other establishments that children attend, as this promotes continuity in children's learning and development. Information about the children's time in other settings is currently shared through the parents.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 ensure a daily record of the names of the children looked after on the premises and their hours of attendance is kept (compulsory part of the Childcare Register)  ensure a daily record of the names of the children looked after on the premises and their hours of attendance is kept (voluntary part of the Childcare Register).

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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 EY412756 Local authority Derby, City of Inspection number 941457 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 8

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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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