Childminder in Nottinghamshire

Inspection date

Previous inspection date 23/01/2014 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

 Effective observation, assessment and planning for each child's individual needs and interests, motivates them to take part in learning opportunities. This means that children are making good progress and developing the skills for future learning.  Children are asked open questions to encourage them to use language to express their own ideas and thoughts. As a result, children are becoming critical thinkers.  Positive relationships with parents and teachers are in place. Information is regularly shared and consequently, children receive consistency in their care and learning.  The childminder demonstrates a sound understanding of her role and responsibilities regarding the welfare and safeguarding requirements. This means that children are cared for in an environment that promotes their safety and well-being.

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It is not yet outstanding because

 There is scope to strengthen children's good early literacy skills through opportunities to see print in the environment.  Opportunities for younger children to explore and investigate using all of their senses are not fully maximised in order for them to enhance their sensory development.

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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 living room and kitchen.  The inspector accompanied the childminder on the school run.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the inspection and discussed children's learning opportunities with her.

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Inspection activities

 The inspector looked at children's assessment records, planning documentation, self-evaluation and a range of other documentation, including the safeguarding procedures.

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Information about the setting

The childminder was registered in 2013 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and three children aged seven, six and three years in a house in Retford, North Nottinghamshire. The childminder uses most of the house and the rear garden for childminding. The family has five chickens, one cat and one guinea pig as pets.

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Information about the setting

The childminder attends playgroups and visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently three children on roll in the early years age group who attend for a variety of sessions. The childminder is open all year round from 7.45am to 6pm Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years.

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

 extend children's good literacy skills further to create a learning environment that is rich in print by, for example, providing more opportunities for children to see and recognise words on the resource drawers in the playroom

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

 enhance younger children's sensory exploration by providing a greater variety of everyday objects and natural resources for children to explore and investigate using all of their senses.

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who attend

Children make good progress with the childminder because she has a secure understanding of the learning and development requirements. The childminder finds out what children can do when they start at her provision so that she has a clear starting point for each child. Good observations of children's progress show what has been achieved and this informs their next steps in learning. The childminder offers an effective balance of activities chosen by the children and activities that she plans so that she can support children's active learning. The childminder demonstrates effective teaching skills, such as challenging thinking and making links to what they have learned before. This ensures that children are enthusiastic, motivated and gaining the necessary skills to support their future learning. Children's language is developing quickly because the childminder effectively supports and promotes their communication development. Babies' sounds are acknowledged and

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who attend

repeated so that they are encouraged to try them again. A young child becomes fascinated by a flag and the childminder notes this saying, 'it's a flag and it's blowing in the wind'. The childminder blows gently and repeats the word 'blowing' so that the child can feel and hear the word 'blow', which strengthens the meaning of the word. The childminder asks older children open-ended questions. For example, she shows the children a broken egg on the way home from school and asks, 'I wonder how it got there?'. This effectively promotes children's thinking. Children's mathematical skills are supported and then challenged as children explore a house, which has numbered doors and keys with corresponding numbers to open them. A child puts a doll behind some of the doors and the childminder asks, 'which numbers are left with no doll behind them?'. A child shares her observation book with the inspector and confidently describes what is

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who attend

happening in the photos, points at the notes next to them and says, 'it's where she writed what I did'. The childminder is teaching the children that print has meaning and is developing their literacy skills. However, there is room to enhance this area, as although letters are displayed in the playroom, there are fewer written words that children can look at independently.

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who attend

Partnerships with parents and school are very good and information is shared effectively to ensure that parents are fully involved in their children's learning. The childminder completes daily diaries, observation files and a book to communicate significant information from school. This results in continuity of care and supports good learning outcomes for the children.

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

Children's well-being is good because the childminder has formed secure emotional attachments with the children, knows them well and actively promotes their self-esteem. The childminder gathers good information from parents about their child to ensure their needs are fully met. A young child snuggles into the childminder and cautiously peers at the inspector until the childminder introduces her and encourages the child to say 'hello'. The child then smiles, demonstrating her trust in the childminder to keep her safe. A child being picked up from school rushes out to greet the childminder and eagerly chats with her, knowing that the childminder will be interested in what she has to say. Flexible routines incorporate trips to school and playgroups, which introduce children to larger group activities. This helps to prepare young children for the transitions to school.

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

Children's health is effectively promoted through healthy food choices and physical activity in the large well-equipped outdoor area. Behaviour is good because there are boundaries and expectations that the children are aware of and respond to. Children asked not to swing on chairs do so immediately. The childminder discusses why they are not allowed to do things rather than just saying 'no'. Behaviour and safety are closely linked and consequently, children are aware of how to keep themselves safe. A child asked to move to the other side of the buggy is asked, 'why do you think I would like you to come to this side?'. The child considers this and replies, 'it's the road and lots of cars'. Independence is good because the environment is set out to promote this. Older children wash their hands and go to the toilet independently and younger children are encouraged to feed themselves. There are many good quality resources in the indoor and outdoor

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

environment that promote challenges and active learning. However, although younger children are offered a selection of sensory resources most are made of fabric that all feel and taste similar when explored. Consequently, there is scope to give children a broader range of sensory experiences, such as a basket containing everyday objects and natural resources.

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provision

The childminder has a sound understanding of the safeguarding and welfare requirements. She has comprehensive policies and procedures that are regularly reviewed and shared with parents. This ensures that parents understand the duty of the childminder to protect children. Children are effectively safeguarded because the childminder has a good knowledge and understanding of child protection and what to do if she is worried about a child in her care. All documentation required to keep children safe is in place and all adults living in the home have been vetted by Ofsted.

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provision

The childminder has a good understanding of the learning and development requirements of the Early Years Foundation Stage. Effective systems are in place to monitor children's development and to ensure that a broad curriculum offers interesting and challenging activities. The childminder demonstrates a consistent approach towards promoting good learning outcomes for children as she reflects on her practice and actively engages parents within these processes. As a result of this consistency in their care and learning, children are acquiring positive attitudes towards future learning.

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provision

The childminder is committed to improving the service that she provides and continually reflects on her practice with self-evaluation and in partnership with others. Since registration she has completed further safeguarding training and although she displays good understanding of the progress check at age two, is soon to attend a training evening to consolidate this. Parent questionnaires are used to inform the service provided and one comment is that the childminder is, 'accommodating, caring and professional'. The childminder completes summaries of children's development where the children also attend school, which enables everyone involved with a child to work together to support their learning.

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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 EY467132 Local authority Nottinghamshire Inspection number 931110 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 3 Number of children on roll 3

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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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