Childminder in Derby

Inspection date

Previous inspection date 19/03/2014 26/01/2009

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early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Teaching is good because the childminder has a sound understanding of how to promote children's learning. Planned adult-led activities and good quality interaction during children's self-initiated play, ensure children make good progress towards the early learning goals.  The effective partnerships with parents ensures the childminder frequently shares information about children's learning and development. The effective partnerships with other providers means that children's next stages of learning are consistently supported.  Self-evaluation is effective and brings about improvements for the children who attend. The childminder keeps up to date with any changes, through research and information sharing with other childcare providers.  The childminder promotes children's safety effectively. She has a good understanding of safeguarding procedures.

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It is not yet outstanding because

 There is scope to further promote children's learning outdoors by expanding the range of activities to consistently cover the seven areas of learning.  On occasion, children's understanding of mathematical concepts is not always supported in a meaningful way.

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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, kitchen and the outside learning environment.

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Inspection activities

 The inspector observed an adult-planned activity and discussed this with the childminder.  The inspector looked at children's assessment records and planning documentation.  The inspector looked at the provider's self-evaluation form.

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Information about the setting

The childminder was registered in 2002 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged seven and 11 years in a house in Derby. The whole of the ground floor, along with the first floor bathroom and the rear garden are used for childminding. The childminder regularly works with another childminder. The childminder collects children from the local schools and pre-schools.

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Information about the setting

There are currently six children on roll, three of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 8am to 6pm, Monday to Friday. 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:

 develop further the range of activities outdoors that will fully support and encourage children's learning and development in all aspects of all of the areas of learning

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

 extend further the support for children's understanding of mathematical concepts during play, for example, capacity.

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who attend

The quality of teaching is effective because the childminder has a good understanding of how children learn. She takes great care to observe their current interests and link these into her daily plans. The childminder is enthusiastic and keen to engage in play. The good quality interaction during children's self-initiated play means that children are well supported in their learning. The freedom for children to choose what they play with effectively supports their personal, social and emotional development. The childminder is skilled at observing what children can do and therefore, what their next stage of learning is. As a result, adult planned activities have clear and relevant learning objectives that support children's next stage of learning. As a result, children make good progress towards the early learning goals. The childminder is very skilled at joining in with children's conversations, letting them steer the conversation. When children look at

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who attend

photographs, she effectively asks open-ended questions, such as 'what are they doing' and by encouraging recall skills with questions, such as 'can you remember what it is called'. She takes the opportunity to introduce more complex words and encourages children to repeat them. As a result, children engage in conversation for long periods of time and enjoy the interaction with the childminder. They have good language skills and their readiness for school is well supported.

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who attend

Good teaching strategies enhance children's physical skills. For example, the childminder effectively encourages children who are less confident in their physical development, to take their favourite toy with them outside and on the slide. As a result, children are developing confidence, as well as balance and coordination. A play dough activity appropriately encourages children's small muscle skills, as the childminder demonstrates how to manipulate the dough with their hands and then using tools, such as a rolling pin. The effective use of a simple recipe and instruction card effectively supports children's early literacy skills. As the children become absorbed in the activity, they request to make some more batches of the dough. The childminder encourages this and effectively prompts them to think about and describe what might happen as they reduce or increase the ingredients, for example, more water. Good questioning by the childminder, also

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who attend

encourages them to think about and describe the different textures. They explore the feel of the ingredients and dough and use words, such as soft and sticky. This extends both their vocabulary and their understanding of the world. Children's learning is also effectively supported in the area of expressive arts and design, as the childminder encourages them to make models with the dough. The support and encouragement for children to continue with the activity and divert it as they wish, effectively supports their personal, social and emotional development. This also supports children's skills for future learning.

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who attend

Good support is given to prompt and support children to count by rote and to begin to recognise shapes. The childminder effectively explains both the name and features of shapes to reinforce children's learning. However, there is scope to improve the support for children to understand other mathematical concepts. On occasion, the childminder does not demonstrate or explain concepts, such as capacity, so that children understand what words, such as 'full' actually mean. The childminder gathers and shares useful information with parents. Initial discussions identify children's needs and their next stages of learning. The childminder includes useful information in the daily communication book, to keep parents continually informed of their child's achievements. Their contributions to this book are encouraged and any information is used to plan activities for the child. A useful and regular summary of children's progress, provides parents with a clear and relevant picture

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who attend

of where each child is within their learning and development. Through the daily communication book and the summary, the childminder discusses and agrees children's next stage of learning, so that consistent support is in place.

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

The childminder provides a warm and welcoming environment for children. Attachments between the childminder and the children are developing well because of the quality interaction with the children during play. Children's self-esteem and confidence is well promoted by the childminder, who is very positive in her interaction with them. The childminder effectively uses information about children's interests to support them to settle. She also gathers information about children's needs and routines to ensure these are met on an ongoing basis. Through positive discussions with children, the childminder effectively supports their move into other settings. As children mention the new setting, the childminder engages them in conversation about the fun things they will do. She reminds and therefore, reassures them that they know what the building looks like, because they visit with her when she does the school collection.

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

Children have very positive relationships with others. The childminder has a warm and friendly manner, which promotes children's enjoyment. She skilfully supports children in understanding the routines, even at a young age. For example, they take off their shoes when they arrive, without prompt. The childminder gives relevant praise and therefore, it is meaningful, so that children know what is expected of them, for example, putting the resources carefully away after playing with them. As a result, they show great respect for the environment and others. The indoor learning environment effectively supports children's progress. The well-laid out lounge provides a good amount of floor space. There are a good range of toys and resources that are set out within different areas to provide space to spread out during play. The outside learning environment is well maintained and child friendly. Children have daily opportunities to go outside and the childminder

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

encourages this, so that children can enjoy fresh air. There are a suitable range of toys and resources, many of which promote children's physical development, such as balls, a slide and space hoppers. However, the range of resources and activities is, on occasion, fewer than indoors and therefore, does not promote children's learning as well as possible in some of the specific areas of learning, for example, expressive arts and design.

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

The childminder is very effective in teaching children about their own safety. She encourages children to recognise that there are toys on the floor and walk carefully around them. The childminder talks to them about the possible risks and hazards of things that they play with. As a result, children can describe how a piece of equipment could pose a hazard, if it was not placed on a table. The childminder is very effective in helping children to understand aspects of a healthy lifestyle. As children get older, she involves them in choosing what they have at mealtimes, discussing and encouraging healthy options. She teaches the importance of using the tissues and encourages children to recognise and do this independently. She consistently reinforces hand washing during the daily routines and why this is important.

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provision

The childminder has a sound understanding of the safeguarding and welfare requirements of the Statutory framework for the Early Years Foundation Stage. She undertakes regular risk assessments, of both the premises and outings, to continually promote children's safety. She has a sound understanding of how to deal with any concerns about child protection issues. This includes a confident understanding of possible signs of abuse or neglect and the procedures to be followed. The house and garden are well maintained and free from risks and hazards. The childminder provides effective supervision for children at all times, ensuring there is close supervision, such as when they are seated at the table.

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provision

The childminder keeps up to date with changes, through her own research and discussing practice issues with other childcare professionals. When she attends training, she reflects on what she has learnt and how this can positively impact on her practice. For example, she prepares useful individual play plans for children, which includes information gathered through recent training on the characteristics of effective learning, to provide a range of opportunities for children. If she implements a new procedure, she evaluates the effectiveness and modifies it if appropriate. Her evaluation of her practice enables her to identify relevant areas for improvement that will continue to improve her practice. Through constant evaluation of children's achievements and the planning of activities, the childminder effectively monitors their progress. This ensures that there are no gaps in learning and children are making good progress.

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provision

The childminder has good partnerships with parents and carers to meet children's needs. She shares a folder of useful information about her setting with the parents at the initial meeting. The childminder has daily verbal communication, to ensure that children's ongoing needs are met. She provides regular and useful information about children's learning and development, so that parents and carers can support children's learning at home. Partnerships with other settings that children attend are well established. The childminder ensures she establishes regular communication, to discuss each child's learning and development. She then agrees whether any support is needed and how she can complement the child's learning and development. The childminder also gathers information about the activities the other setting is doing, so that she can link in with these where appropriate.

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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 EY240000 Local authority Derby, City of Inspection number 819650 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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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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