Childminder in Derbyshire

Inspection date

Previous inspection date 17/04/2014 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 forms strong attachments with the children, which helps them to feel secure and supports their emotional well-being.  The quality of teaching is good, which effectively prepares children for the next stage in their learning.  The childminder is proactive in developing her service. She acts on advice and attends training to enhance her knowledge, which in turn benefits children's overall development.  The childminder has very positive relationships with parents, which promotes continuity of care for children.  The childminder knows about her responsibilities in relation to safeguarding children and has robust procedures in place. This means children are kept safe.

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It is not yet outstanding because

 The childminder misses opportunities to develop the use of numbers and print in the learning environment. As a result, there are slightly fewer opportunities to develop children's early reading and mathematical skills in children's independent play.  The childminder does not provide resources to cover all areas of learning in the outdoor area, to further promote children's development.

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Information about this inspection

Inspections of registered early years provision are:  scheduled at least once in every inspection cycle – the current cycle ends on 31 July

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage or where assessment of the provision identifies a need for early inspection  prioritised where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed activities and the quality of interaction between the children and the childminder, both inside and outdoors.

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Inspection activities

 The inspector spoke to the childminder at appropriate times throughout the inspection.

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Inspection activities

 The inspector reviewed documentation including children's information and learning records, the childminder's certificates and a selection of policies and procedures.  The inspector held a joint observation with the childminder.  The inspector took account of parents' views from written letters and feedback.

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Information about the setting

The childminder was registered in 2013 on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She lives with her partner and one child aged 18 months in Heanor, Derbyshire. The whole ground floor of the house is used for childminding. There is a garden for outdoor play and the childminder regularly makes use of a local park. The childminder operates all year round from 7am to 6pm, Monday to Friday, except Bank Holidays and family holidays. There are currently three children on roll, of whom two are in the early years age range. The childminder is able to take and collect children from local schools and pre-schools. She attends toddler groups and receives support from the local authority.

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

 develop the use of numbers and print in the learning environment to further encourage children's interest in letters and numbers

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

 extend opportunities in the outdoor area to cover all areas of learning; for example, to promote early literacy and mathematical skills for children who learn better outside.

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who attend

The childminder has a keen knowledge of how to create opportunities for children. She knows the children well and has a good understanding of how they learn best through play. The childminder makes sure that each child has fun when they are learning. For example, she plans sensory play, which provides opportunities for children to explore and investigate a wide range of different objects. Children sit and concentrate as they pass rice from hand to hand and through their fingers. They giggle and laugh and pretend to make sounds that animals make after talking about the feathers they have found in the tray. The childminder has a secure knowledge of how children learn, and consequently their individual needs are met. She skilfully prepares sessions to ensure children make good progress in their development. The childminder takes a lead from the children's interests to plan stimulating activities which extend their learning. She plans clear next steps in

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who attend

learning to support children's development and shares these with parents through 'learning journal' records. She has developed good relationships with parents, who contribute to children's records from the beginning through an 'all about me' form. Parents are involved in their children's initial assessments and ongoing records of progress. This means the childminder establishes children's starting points and can track their progress in order to keep parents informed. The childminder is aware of the need to complete the progress check at aged two. Therefore, she uses assessment well to plan and promote children's learning.

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who attend

The childminder teaches children to persist in tasks that may challenge them. For example, when trying to complete a jigsaw puzzle or build a tower, children are encouraged and offered support to succeed. They are subsequently praised and this genuine sense of achievement is a shared experience. Children's language skills are consistently promoted during the activities. Stories, songs and general conversations happen continuously throughout the day, and these opportunities stimulate children's communication ability. The teaching nurtures exploration and curiosity. Children are encouraged to ask questions and add their ideas to the session, and their input is valued. The childminder encourages children to count as they play and sort toys into the correct box when they tidy up. This promotes early mathematical skills. The childminder provides chalks and pencils for young children to begin making marks. She extends this by

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who attend

providing challenging activities for older children to write lists and individual letters, when they show enthusiasm for writing the letters in their names. These opportunities clearly help to promote children's early writing skills. However, there are fewer opportunities for children to see numbers or print in the environment. Consequently, there is slightly less chance for them to learn about these when playing independently.

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who attend

The childminder arranges the home environment so that children know where to find the toys and instruments they want to play with, and they confidently go to collect them. This encourages both their independence and active learning. The childminder joins in with their choices, for instance, by reading a favourite book. When doing so, she uses good teaching skills by using vocal expression and encouraging children to join in actions. She makes the story time fun, so both the childminder and children laugh together. These positive experiences provide children with a firm foundation for the next stage of their early education. Outdoor play offers children the prospect of growing vegetables and playing with physical resources, such as tunnels and sit-and-ride toys, which they use skilfully. The childminder encourages outdoor play daily. However, there are fewer opportunities for children to explore all areas of learning outside. For example, there is no

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who attend

access to early writing or mathematical resources to promote additional learning for more active learners. The childminder offers opportunities to paint and explore different media, including glue and collage. Children show that they are curious and confident when they participate in these activities. For example, they thoroughly enjoy decorating the Easter cakes they have made with small sweet eggs, chickens and flowers, which helps their handling and coordination skills. They are very proud of these creations and the childminder praises them accordingly. This results in developing positive attitudes towards learning. All these activities and opportunities help to prepare children for the next stage in their learning.

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

Children confidently and happily enter the childminder's home. The childminder relates well to them and is receptive to changes in their mood or feelings. She promptly reassures them and consistently praises their efforts and achievements. As a result, children feel valued, behave well and are keen to do well. They show that they feel very safe and secure. The childminder has a good knowledge and awareness of children's individual needs and interests. As a result, children settle well and feel very much at home with the childminder, which helps their emotional well-being. The childminder supports children in settling in, agreeing timescales and plans with parents so they are secure with the arrangements and provision for their children. This enables a smooth move from home into the childminder's care. The childminder is calm and gentle with the children and a good role model. She uses distraction techniques very effectively to prevent toddlers

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

becoming upset. Children behave very well, given their young ages and stages of development.

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

Children learn how to keep themselves safe as the childminder reminds them about being careful in different situations. She makes the most of children's interest in keeping safe in the park to talk about 'people who help us'. The childminder is clear about her evacuation process from the home and she practises fire drills regularly with the children. This helps them to learn what to do in an emergency. The childminder follows children's home sleep routines closely to support their physical growth and development. She promotes children's good health and well-being effectively. For example, she teaches children that they need to wash their hands thoroughly before they eat. The children find their own hand towel and return it to the hook. Children enjoy daily fresh air and exercise when they visit local parks and play in the childminder's garden. The childminder provides home- cooked meals and healthy snacks. This promotes children's understanding of healthy

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

Children play in a stimulating learning environment which is well resourced and spacious, making it easy for children to move around freely. Children have plenty of resources to choose from, which are stored at a level they can reach. As a result, children are able to make some choices in their play, which helps develop their independence. The childminder helps children to develop independence skills. For example, they learn to pour their own drinks and to help with simple tasks, including putting on their own shoes. These opportunities help children to gain the skills they need for the eventual move to school. The resources are of good quality and suit the children's individual learning stage. The childminder develops a strong sense of belonging by displaying children's artwork and photographs of themselves. Children recognise these and talk about their achievements and past events. As a result, as they begin to confidently explore and learn. The

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

childminder extends children's social skills by taking them to local toddler activities and attractions where they mix with more children and get used to different surroundings. The childminder has an established partnership with the local nursery and has worked closely with key staff at this establishment. This helps children receive good continuity in their learning to support their continued development.

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provision

The childminder has a secure understanding of her responsibilities in meeting the safeguarding and welfare requirements of the Statutory framework for the Early Years Foundation Stage. All adults living on the premises have undergone checks with regard to their suitability. The childminder is knowledgeable about safeguarding issues, which includes recognising any signs or symptoms that may be a cause for concern. She has a safeguarding policy in place and is aware of the correct reporting procedures, if necessary. The childminder carries out thorough risk assessments on her home, garden and any outings that she undertakes with the children. Appropriate steps are taken to minimise any identified risks. The childminder has a good knowledge and understanding of the learning and development requirements. She monitors the educational programmes well, to ensure that all areas of learning are covered. She has effective assessment systems in place

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provision

which give her an accurate overview of children's progress and help her to identify if there are any gaps in their learning.

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provision

Detailed documentation is well organised, and as a result, the childminder's systems of working are effective. There is a constant drive for improvement as the childminder has an assured outlook towards developing the provision offered. Training and high aspirations mean that the childminder consistently thinks about the potential for learning and meeting the children's needs. She is able to identify weaknesses in the provision. This means that she is able to set clear targets to maintain continuous improvement. She evaluates her practice effectively, accurately identifying her strengths and areas for development. For example, she has accessed training on effective communication and language skills. This enhances children's overall learning.

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provision

Partnerships with parents are well developed and these systems work very well. The childminder uses a daily communication book alongside observations and assessment. This means that parents have the opportunity to contribute to their children's learning. This continuity and communication has been devised to create an effective learning environment for children. The childminder has good connections with the local childminding development workers, and the local authority offer a wide range of support that she accesses. She has also established good partnerships with other providers when children's care is shared. This ensures that continuity in children's learning is fully promoted.

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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 EY469267 Local authority Derbyshire Inspection number 940975 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 3

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Name of provider

Date of previous inspection not applicable

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Telephone number

set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises, which are usually the childminder’s own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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