Helen Marie Ault

Inspection date

Previous inspection date 28/03/2014 02/07/2012

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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

 The childminder supports children well in leading their play and exploration. As a result, children are happy and explore with interest during their play.  The childminder monitors and promotes each child's learning effectively. As a result, children make good progress towards the early learning goals.  The childminder reflects on her work and demonstrates a commitment to developing her knowledge and understanding further, to benefit children's learning and development.  The childminder works effectively with parents to settle children in, and provides children with comfort and reassurance. Consequently, children form warm and secure attachments with her.

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It is not yet outstanding because

 The childminder, on occasions, does not always use open-ended questions to encourage children to think about their ideas.  Children do not always have the opportunity to solve problems independently when they are engaged in activities.

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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 the children.

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Inspection activities

 The inspector observed the children in their play and interaction with the childminder indoors.

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Inspection activities

 The inspector sampled relevant documentation, including operational policies and procedures, children's learning journals and the childminder's self-evaluation.  The inspector held a joint observation with the childminder.

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Information about the setting

The childminder was registered in 2011 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and child aged threes year in Sinfin, Derby. The whole of the ground floor, except for the office, is used for childminding purposes. There is an enclosed garden for outside play.

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Information about the setting

The childminder provides care from Monday to Friday, 7.30am until 6pm, all year round, except for Christmas, bank and family holidays. She is currently minding six children, five of whom are in the early years age range. The childminder walks to the local school and pre-school to take and collect children. She also attends several stay and play sessions on a regular basis. The childminder has a pet cat. She receives support from the local authority adviser.

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

 enhance children's language skills by asking more open-ended questions, to encourage them to think about their ideas and express their thoughts, for example, by asking 'what', 'why', 'who', 'how' and 'where' questions

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

 provide more opportunities for children to solve problems independently and enable them to learn through trial and error as they engage in activities.

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who attend

Children enjoy their time with the childminder, because she provides interesting and exciting activities that are tailored to the children's individual learning needs. She has a good knowledge of the Early Years Foundation Stage and promotes children's learning and development effectively through their play. The childminder knows the children well, because she finds time to find out about the children's preferences and capabilities before they start. As a result, children settle quickly because she can provide for their interests from the beginning. Children are making good progress in their learning, in relation to their starting points. This is because the childminder plans and assesses children's learning accurately. She records observations of children each week in their learning journey records, to monitor their interests and progress. She uses this information to plan their next steps of learning in activities that stem from their interests. The childminder ensures

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who attend

children have good opportunities to engage in challenging and stimulating activities. She understands the process of completing the progress check at age two and has implemented this successfully. She shares this with parents and identifies where to support their children's learning. This helps to monitor children's progress from an early age. The childminder keeps parents very well informed of their child's activities in her care. She shares her regular reviews of children's achievements with parents and encourages their comments. This effectively promotes positive involvement of parents in their children's learning.

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who attend

The childminder has high expectations of children. She shapes and adapts activities to ensure each child is fully included and involved. Her teaching is good, she motivates and encourages children to learn. She interacts with interest and warmth in children's play, providing close comfort and reassurance. As a result, children are confident and willing to try new activities and instigate their own play. This helps to promote children's future learning skills and school readiness. The childminder supports children well in developing good communication and language skills. She talks to children about what they are doing in their play and asks simple questions to encourage them to tell her things. However, on occasions, the questions she asks do not always challenge the children to think. For example, she does not always use 'what', 'why', 'where', 'when' and 'how' questions. She uses picture books to extend children's vocabulary and understanding, and encourages

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who attend

younger children to hold conversations to help them with more complex sentences to describe their thoughts and ideas in play. For example, while children play a matching animal game, she talks about the animals and the sounds they make. This encourages children to talk about the animals at the farm, zoo and their pets. The childminder provides a wide range of creative play activities to motivate children's learning. Children use their initiative as they start to make covers for their plant pots. They press the shiny jewels onto card and predict what will happen next. For instance, as they say 'it will be beautiful for mummy'. The childminder knows children can recognise the colours of the blue, yellow, green and red jewels. She builds on their knowledge as she introduces new colours, such as gold and silver. This provides positive opportunities for children to explore colour and texture within their play. Activities, such as these also promote children's

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who attend

handling skills very well. Children pinch the jewels between their fingers, use glue spreaders skilfully and carefully press the jewels so that they stick. Children have opportunities to develop their physical movement skills as they use the garden and park. Here, they climb, balance and use small equipment to help learn throwing and catching skills, which promotes their physical development effectively.

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who attend

The childminder plans very good adult-led activities that incorporate children's learning priorities as well as enhancing their learning. For example, she plans an activity to plant bulbs for Mother's Day gifts. She begins her activity by explaining well what the children are going to do. She talks to them about this celebration and why it is nice to give gifts and cards to mummies. She provides motivation, interest and knowledge about growing bulbs as children gather their compost and plant their bulbs. She incorporates mathematical skills positively. Children count the bulbs, estimate how much soil they need, decide if their pots are full or half full and compare the weight of the pots before and afterwards. As a consequence, children's early mathematical awareness is supported effectively through purposeful, well-targeted play activities. However, the childminder misses some opportunities for children to solve problems as they naturally occur. For

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who attend

example, the pots have holes at the bottom and the childminder, once realising this, goes to fetch dishes for the pots to sit in. As a result, children were not able to solve the problem of stopping the soil fall through the holes. Children love stories and sit and snuggle with the childminder as she reads their favourite stories. She changes her voice and uses props occasionally to gain younger children's concentration. She teaches well how to use books carefully and inspires children to begin to understand that books bring pleasure. Children have purposeful opportunities to write. They write their names on artwork and cards and write shopping lists with the childminder when they go shopping. These skills, along with their love of books, promote children's literacy skills well. The childminder helps children to use their senses and imagination well when exploring different textures, media and materials. They explore soft pasta, crunchy cereal, paint and

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who attend

play dough. Children also enjoy exploring the sounds of different musical instruments and listen to songs that the childminder sings along to. This all helps to promote children's expressive arts and design skills successfully.

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

Children are extremely comfortable in this welcoming and friendly home environment. They are happy to play independently but are confident to seek out the childminder for reassurance and comfort. Children settle well and respond happily to the childminder's friendly manner. For example, they chat easily with her and sometimes give a spontaneous hug. The childminder gets to know children's individual needs very well through her ongoing liaison with their parents. She offers a settling-in period where parents are welcome to stay with their child to help them get used to their surroundings. This is a gradual process and helps make the move from the child's home to the childminder as smooth as possible. The childminder gives focus to supporting children's strengths so they gain a positive sense of achievement. She supports good secure attachments with children which promotes their well-being and independence. The

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

childminder is a good role model and provides children with clear guidance and boundaries of acceptable behaviour. This supports children to gain and understanding of right and wrong. She promotes anti-discriminatory practice through her own positive role modelling and talks with children about their feelings and those of others. This effectively promotes children's good behaviour and encourages them to play happily together. The childminder has a calm and patient manner and she gives children her individual attention. This helps to ensure that each child feels valued and special. Children clearly enjoy the childminder's company and are responsive to her support and reassurance. As a result, children's emotional development is promoted effectively.

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

Children are cared for in a comfortable home where they are valued and welcomed. They move around the home easily and have space to spread their small world toys out on the floor. There is a stimulating, well-resourced and welcoming playroom which offers different learning opportunities, especially for the youngest children. This encourages children's independence and all-round development. Children are competent at managing their personal needs relative to their age. They are developing good self-care skills, because the childminder gently encourages them to access their own drinks or put on their own shoes. Children develop positive social skills as they meet with their friends and other adults at the various groups they attend. This support effectively prepares them for their move to the next stage in their learning. The childminder promotes children's move to pre-school or school well. She takes them to the establishments, reads books and plays

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

schools in role play. As a result, these opportunities help children to become aware of the new changes and aid the moves that are to take place.

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

The childminder offers children a good introduction to understand about leading a healthy lifestyle. They enjoy healthy nutritious meals, snacks and regular drinks. The childminder talks with children about eating well and reinforces the 'five a day' approach to encourage their enjoyment of fruit and vegetables. She has clear policies, procedures and permissions in place to help ensure children's good health. The childminder promotes children's health effectively through daily activities in the fresh air. Children play in the garden and visit parks and soft play centres. Children demonstrate their awareness of health and safety. They gain an understanding of risk through activities that encourage them to explore their environment. The childminder encourages children to think about safe ways around the home, such as tidying toys away in case they trip and sensitively reminds them to sit properly on their chairs, so that they do not fall and hurt themselves.

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

She promotes safety well by teaching children about road safety. To further help children to understand about keeping themselves safe they participate in fire evacuation procedures. This helps children to learn how to keep themselves safe in an emergency.

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provision

The childminder has a secure knowledge of the safeguarding and welfare requirements of the Early Years Foundation Stage framework. She has a very good understanding of her responsibility to safeguard children. She ensures she keeps up to date with changes in child protection procedures by attending training. She has completed written safeguarding policies and is aware of possible signs that may indicate child protection issues. In addition, she is aware of the procedures to follow to manage any concerns arising. She understands events of which she should notify Ofsted and all necessary checks are completed on those in the household over 16 years. This helps to protect children's welfare. She supervises children closely and carries out daily checks to minimise any risks. Routine risk assessments, together with a good understanding of safety procedures, ensure that the premises are safe and hygienic for children to play happily. The

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provision

childminder maintains children's records accurately. She shares her written policies with parents so that parents are aware of the procedures in place to support their children's health and well-being.

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provision

The childminder is reflective of her practice and has made positive improvements since the last inspection. She has reviewed her planning systems and evaluates activities through her awareness of their individual developmental stages. This helps her monitor children's progress and provide interesting play activities that build on their current abilities. This effectively supports children in making good progress in their learning. The childminder has a good understanding of the learning and development requirements of the Early Years Foundation Stage. Her home environment is welcoming, with suitable furniture and equipment for children to play, rest and eat in comfort and safety. Children have access to a wide variety of toys and resources within the cosy playroom, which support their play, learning and development. The childminder is confident to acknowledge what works well and how she is supporting the outcomes for children. She invites parents to comment on

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provision

her practice. They state in their responses that they are 'extremely happy about the care their children receive'. The childminder is committed to improving her knowledge by attending short courses run by the local authority to benefit children's all-round development.

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provision

The childminder initiates contact with other settings children attend. She shares relevant information on children's development through her discussions with staff there. In addition, she plans related activities to follow on from those provided at these establishments. This supports a continuous approach to children's care and learning needs. Partnerships with parents are strong. The childminder knows the children and their families very well. She takes time to talk to parents on a daily basis to exchange information about the children's needs and what she has observed them doing during the day. She provides purposeful information for parents when their children first start so that they are informed about her service. The childminder values the opinions of parents and children and she receives complimentary feedback from satisfied families.

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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 EY433961 Local authority Derby, City of Inspection number 876028 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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