Childminder in Nottinghamshire

Inspection date

Previous inspection date 14/01/2014 09/01/2012

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early years provision

This inspection: 2 Previous inspection: 2 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

 Children are happy and settled. They are building strong attachments and bonds, which promotes their well-being and self-esteem.  Children are stimulated and keen to learn in this welcoming indoor environment. Consequently, they have fun and show high levels of curiosity and imagination.  Partnerships with parents are strong. As a result, all children and their families are included in the setting and their skills and achievements are recognised and valued.  The childminder understands how children learn and develop. She supports all children to make good individual progress through child-initiated and structured activities. The accessible indoor and outdoor resources are provided to meet individual children's interests and keep them motivated to learn.

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It is not yet outstanding because

 There is not yet a wide range of opportunities for children to further develop positive attitudes and challenge negative attitudes and stereotypes through the use of appropriate toys and resources that reflect the diversity of the wider world.  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.

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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 area.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the inspection.

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Inspection activities

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

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Information about the setting

The childminder was registered in 2011 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives in Mansfield, Nottinghamshire, with her husband and has three children aged seven years, five years and 10 months. The whole home is registered with care normally provided on the ground floor. There are toilet facilities on each level. There is an enclosed garden for outdoor play. The family has rabbit that is kept in a secured hutch outside.

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Information about the setting

The childminder takes children to, and collects them from local schools. She attends the local parent and toddler group and local childminding support group. The childminder holds a recognised early years qualification at level 3. The childminder currently has four children on roll, of whom, two are within the early years age group who attend for a variety of sessions. She operates Monday to Friday all year round from 8am to 6pm except for family holidays and all main bank holidays.

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

 increase resources that reflect today's diverse society to help children gain a better understanding of the wider world

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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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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 their next stage in learning. The childminder demonstrates a good understanding of how to engage children and capture their interests. She offers a welcoming environment in which children can learn and play. This helps them to feel valued, safe and happy and empowers children to make their own decisions. This results

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who attend

in children being enthusiastic learners and concentrating for age-appropriate periods of time at their chosen activities. For example, when playing with the cars and garage or when making the salt dough and playing with it. Children confidently access a wide range of interesting resources stored in all the play areas. Teaching is good as the childminder sensitively supports children and extends their thinking through talking to them and role modelling how to play with the resources. For example, with the salt dough, she role models how to use the rolling pin and cutters and talks through what she is doing to enable the children to follow and learn from what she is doing.

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who attend

Children are confident to seek out people to share experiences with them. They show affection to the childminder, demonstrating that they are happy and that she is special to them. Children are aware of routines of the day and get excited as they hear the doorbell ring. Younger children are beginning to enjoy stories with the childminder. They cuddle up and begin to listen, turn the pages and recognise things that they know. For example, they see a duck and say 'quack, quack'. This enhances their early literacy skills. The childminder uses single words and speaks clearly for the younger children to repeat them back to her. This helps with the younger children's language. She also encourages parents to do the same so children are learning the same at home. Younger children demonstrate that they know what is being said to them. For example, the childminder states it is lunchtime, so they go over to their highchair ready to be lifted in. Children demonstrate

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who attend

good hand to eye control as they are use a plastic hammer to bang the pop-up interactive toy. They use their small finger and hand muscles as they play with and manipulate the salt dough and use the tools to create their own ideas. The childminder encourages counting with the children as they play and sometimes counts in Spanish. The younger children are beginning to organise and categorise objects as they sort the cars out as they play. Children enjoy musical toys and create different sounds.

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who attend

The childminder demonstrates high expectations of children and plans an educational programme that has depth and breadth across the seven areas of learning. She observes children's learning and records her findings in the new computerised developmental recoding system and 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 towards all the early learning goals. The childminder works well with parents to help children to settle. She encourages parents to share what they know about their child and keeps them very well informed of their child's progress, through the internet, discussions and the daily diary. The childminder demonstrates a good awareness of the progress check at age two. 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

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who attend

environments are stimulating and enable children to follow their own interests. The childminder takes children out daily to have fresh air and exercise at the different groups or parks.

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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 routine from home. This supports consistent care between her and the families. For example, children bring their own comforter for sleep time, which helps the child to go down to sleep as they have something that is familiar to them. The childminder completes risk assessments and this minimises hazards to children to promote their well- being. 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 reinforces road

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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; all the food that the children eat is recorded for parents so they are made fully aware of what their child has eaten. Children help themselves to a drink as they become thirsty, which helps to ensure that they stay suitably hydrated. The childminder is beginning to help children to develop some suitable health routines and praises them for all their achievements. For example, hand washing after meals. However, children are not encouraged to wash their hands before eating which means that opportunities are missed in the encouragement of helping children with their self-care skills. Children have opportunities to explore the community around them, as they go out and about to different local places. For example, they attend different groups throughout the week,

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

such as the childminding support group and rhythm and rhyme time at the local library.

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

The childminder offers a range of good quality resources and activities to children that are selected to meet their stage of development and particular interest. She appropriately manages children's behaviour according to their level of understanding. Children's behaviour is good and they are confident. Children 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 in the boundaries. Children benefit from visits to the different groups which enables them to develop confidence in new experiences and to help them socialise. Children enjoy cuddles as they sit close by the childminder and listen for a story. The childminder recognises and praises effort as well as achievement, enabling

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

each child to develop a positive sense of identity. Children have some opportunities to learn about other cultures and beliefs, however, they do not have many resources that reflect today's society for them to see, play with and use. This means that children are not fully supported to develop positive attitudes towards others. The childminder is well aware of how to support children with transition to their next stage as she works closely with the nursery and school staff. She is aware to provide activities around moving on to their next stage to help the child become familiar with the new setting's routines.

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provision

The childminder fulfils her responsibilities in meeting all the safeguarding and welfare and learning and development requirements. She demonstrates a good understanding of safeguarding issues and knows the action to take if concerned about a child's safety and welfare. She updates her knowledge in this area by attending regular training. This inspection was brought forward due to concerns raised with Ofsted of how the childminder handled a child at a group setting. The inspection found that the childminder acted as she did to prevent an injury to another child. She followed all her own written policies and procedures as in writing up a full report, informing the parents, Ofsted and the local authority. The parents have provided a detailed report of their support for the childminder in how she handled the situation. The childminder ensures parents are aware of the policies and procedures, which support her practice. Children benefit from accessing a safe

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provision

and secure environment. The childminder ensures all areas are well organised and all hazards are identified and minimised successfully. She closely supervises the children at activities so they can play and learn in safety.

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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 local network meetings 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. The childminder has suitably addressed the recommendations raised at her last inspection. She monitors children's progress. This means that she is able to check they are developing in line with the development milestones appropriate for their age.

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provision

The childminder maintains a good two-way flow of information with parents and carers via the computerised developmental recording system, daily discussions, daily diary sheets and regular meetings. This ensures both parties are fully aware of the child and their needs. Relationships with parents and other providers who care for the minded children are very well established and the childminder fully understands the benefits of working in close partnership with other providers that the children 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.

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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 EY430477 Local authority Nottinghamshire Inspection number 949250 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 3 Number of children on roll 4

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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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