Childminder in Nottinghamshire

Inspection date

Previous inspection date 04/02/2014 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

 The childminder safeguards and promotes children's welfare and learning well. She ensures all reasonable steps are in place to maintain a safe, clean, stimulating and challenging learning environment. She does this effectively by implementing clear policies and procedures and by being actively involved in children's play.  Children are stimulated and keen to learn in this inclusive and welcoming environment. Consequently, they have lots of fun and show high levels of curiosity and imagination.  Partnerships with parents are strong. Parents are actively encouraged to be involved in their child's learning and they speak very highly about the service and care their children receive.  The childminder regularly reflects on and effectively evaluates her practice to ensure that she makes good progress and sustains improvement.

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It is not yet outstanding because

 Health practices are not fully established in the daily routines for children to learn effective self-care skills, this is with particular regard to hand washing.  Younger children's sensory skills are not maximised because some resources, such as treasure baskets and natural resources, are not always readily available for them to explore.

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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 lounge and dining areas.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the inspection.  The inspector undertook a joint observation with the childminder.

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Inspection activities

 The inspector looked at children's learning journey records, planning documentation, the childminder's self-evaluation form and a selection of policies and children's records.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder and all household members over 16 years.

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Inspection activities

 The inspector took account of parents' views via the childminder's recent parent questionnaires.

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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 in a residential area in Arnold, Nottingham and uses the whole house and enclosed rear garden for childminding. Toilet facilities are provided on the first floor. The childminder lives with her husband and three children aged 11, nine and five years. The family has two rabbits and guinea pigs as pets.

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Information about the setting

The childminder holds a recognised early years qualification. She takes and collects children from local school. There are currently six children on roll, of whom, five are in the early years age group and attend for a variety of sessions. The childminder provides care Monday to Friday, all year round from 8am to 6pm, except for family holidays and all bank holidays. The childminder 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:

 improve the hygiene routines with regard to hand washing, so young children can effectively learn from these and develop their self-care skills

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

 increase and make more available the already suitable range of toys for the younger children to explore using their sensory skills by introducing, for example, treasure baskets.

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who attend

The childminder demonstrates a good knowledge and understanding of the Early Years Foundation Stage and therefore, promotes children's learning and development well. Effective planning and good organisation ensures that every child is challenged by the learning experiences provided. The childminder observes children during activities and makes sound assessments of their abilities. Children benefit from a good balance of adult- led and child-initiated activities and the routine is very flexible to enable them to pursue their own interests. They make good progress in their learning and development and are well prepared for the next stage in their learning. The childminder demonstrates a good understanding of how to engage children and capture their interests. She offers a warm and welcoming environment in which children can learn and play. This helps children to feel valued, safe and happy and empowers them to make their own decisions. This results

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who attend

in children being enthusiastic learners and helps them to concentrate for age-appropriate periods of time at their chosen activities. For example, children sit and complete their own sticky picture of a flower to their own satisfaction. The childminder extends learning as she encourages the children to talk about the different parts of a flower.

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who attend

Teaching is good as the childminder sensitively supports children and extends their thinking as she talks to them and role models how to play with the resources. For example, in the role play kitchen area, the childminder joins in with children's play as she talks about washing the pots or asks if she can have a cup of tea, which the children are very keen to make. Children are confident to make the inspector a cup of tea also. This demonstrates that they are confident to seek out people to share experiences with them. They show affection to the childminder, which demonstrates that they are happy and that she is special to them. Children begin to explore vocabulary because the childminder talks with them constantly about what they are doing and encourages them to respond to her. They enjoy singing songs and happily follow the actions as they sing. Children are aware of the routines of the day and get excited as they hear the knock on the door, which

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who attend

means that it is one of their mummy's. They are beginning to enjoy stories with the childminder and listen as she reads to them. Children demonstrate good hand to eye control as they use the glue spreader and place the pre-cut flower parts on the glue to make their own flower pictures.

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who attend

The childminder is actively involved in children's play and she interacts with them very well. She demonstrates high expectations of children and plans an educational programme that has depth and breadth across the seven areas of learning. The childminder observes children's learning and records her findings in their learning journeys. She successfully uses the information to identify children's learning priorities and makes plans to ensure children make as much progress as they can given their starting points and capabilities. The childminder also provides suggestions for parents to continue their child's learning at home by sharing ideas and activities that children have shown an interest in. The childminder demonstrates a good awareness of the progress check at age two years. She understands how to involve parents in the process, so that they can share what they know about children's learning. The indoor and outdoor play environments are stimulating and

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who attend

enables children to follow their own interests. Through regular outings, which include visits to the park and different groups, children have good opportunities to explore the world in which they live, nature and to develop their physical skills. However, some toys and resources, such as natural resources and treasure baskets are not always readily available to enhance further the younger children's exploratory and sensory skills.

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

New children settle well because the childminder uses a thorough introduction for every new child and family. She invites parents to bring children to visit several times and gradually extends their time with her. The childminder liaises with parents to establish children's care routines from home. This supports consistent care between her and the families. For example, children bring their own comforter for sleep time, which helps them to settle down to sleep as they have something that is familiar to them. The childminder completes risk assessments to minimises hazards to children. This promotes their well- being and safety. Children develop an understanding of their own safety because the childminder makes sure that daily opportunities are included to learn about safety. Emergency evacuation is planned and shows a proactive approach towards helping children to understand safety. When out and about in the community, the childminder

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

The childminder works with parents to meet all dietary needs and ensures that all children are well nourished. Children are provided with a balanced menu throughout the day and all the food that they eat is reported back to parents, so they are made fully aware of what their child has eaten. Around the dining table, the childminder displays food posters which she refers to as children are eating to promote their understanding of healthy eating. For example, children are eager to find the fruits they are eating and talk about other fruits that they like. Children help themselves to a drink as they become thirsty, which helps to ensure that they stay suitably hydrated. The childminder helps children to develop some suitable health routines, such as hand washing after meals and praises them for all their achievements. However, children are not encouraged to wash their hands before eating, which means that opportunities are missed to support them to learn

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

about self-care skills. Children have opportunities to explore the community around them as they go out and about to different local places. They benefit from visits to toddler groups, which enables them to develop confidence in new experiences and helps them to socialise. Children feel safe to explore because the childminder supports them well and provides toys that are easily accessible and in appropriate condition.

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

The childminder appropriately manages children's behaviour according to their level of understanding. Children's behaviour is good and they are confident. They demonstrate that they feel secure and form good emotional attachments with the childminder. The childminder acts as a good role model and provides clear guidance about what is acceptable behaviour in her home. She has a detailed policy around managing children's behaviour and is firm and consistent, so that children know and feel secure within their boundaries. Children enjoy cuddles as they sit close by the childminder and listen to a story. The childminder recognises and praises effort as well as achievement, which enables each child to develop a positive sense of identity. Children have numerous opportunities to learn about other cultures and beliefs as the childminder provides a range of resources, activities and experiences. This helps children learn to value and respect

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

others and to challenge inappropriate attitudes and practices. The childminder is well aware of how to support children with the transition to their next stage. She is aware of the importance of working closely with the nursery and school staff. The childminder provides activities around moving onto their next stage to help the child become familiar with the new setting's routines.

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provision

The childminder has a good understanding of her responsibilities in meeting the safeguarding, welfare, learning and development requirements. Through having a good knowledge of child protection issues, which includes accessing training, the childminder is aware of potential signs of abuse and neglect. This means that she has a secure understanding of her responsibilities regarding protecting children from harm. For example, she knows what she must do if she has any concerns and which agencies she must inform. She is very aware of the need to fully protect children at all times and supervises them well. The childminder demonstrates through her documents and discussions a high regard to the safety of children. For example, through effective risk assessments, policies and procedures, such as dealing with accidents and safe administration of medicines. This practice fully safeguards children. She ensures parents

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provision

are made aware of the policies and procedures, which support her practice.

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provision

The childminder demonstrates a positive approach to improving her professional development, in order to enhance the learning, development and care of the children in her setting. She attends regular training and meets with other local childminders to improve her own knowledge and understanding around caring for children. Self-evaluation is good and supports continuous improvement for the benefit of the children who attend. Through parental questionnaires and discussions with children, the childminder positively strives towards involving others in her self-evaluation process. The childminder has a positive and strong commitment towards monitoring and evaluating her service. She regularly reviews and monitors children's progress records and planning documents to ensure that she offers a broad range of activities across all areas of learning. This means that she is able to check they make good progress in line with the development milestones

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provision

The childminder maintains a good two-way flow of information with parents and carers through a developmental recording system, daily discussions and regular meetings. This ensures both parties are fully aware of the child and their needs. Relationships with parents are very well established and the childminder fully understands the benefits of working in close partnership with other providers of settings that children may attend. This ensures all adults have a shared and agreed view of children's individual needs and ensures the progression of children's learning. Parents inform the childminder of their children's needs at the beginning of the placement and regularly discuss their children's learning priorities identified at home and within the setting. Parents speak very highly of the childminder. They state that their children walk into the childminder's house like it is their second home, which makes the parent feel confident about the relationship between

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provision

the children and childminder. Parents' comment that their children are developing very well through the structured activities and positive interaction. They like the very organised routine that is in place for the children and say that they are kept very well informed.

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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 EY466765 Local authority Nottinghamshire Inspection number 932163 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 6

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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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