Childminder in Leicestershire

Inspection date

Previous inspection date 24/04/2014 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

 Children have developed warm relationships with the childminder. They show good levels of confidence which enables them to happily explore their surroundings.  Assessment and planning is good and suitable next steps in learning are identified. Therefore, children are challenged in their learning and make good progress in all areas.  Children benefit from a gradual introduction to the setting and parents are encouraged to share information about their child's routine. This helps with the transition from home and encourages their feeling of security.  The childminder successfully identifies and minimises risks in her home and garden. Children are safeguarded because the childminder is aware of her responsibilities to supervise them and protect them from harm.

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It is not yet outstanding because

 There is scope to further support children's good health, for example, by ensuring outdoor shoes are removed while in the home and that areas they crawl on are clean and well maintained at all times.  There is scope to enhance the exchange of information for parents regarding how they may support their child's learning at home.

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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 conducted a tour of the premises during the inspection.  The inspector observed children's activities and routines indoors.

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Inspection activities

 The inspector spoke to the childminder at appropriate times throughout the observations and spent time interacting with the children.

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Inspection activities

 The inspector looked at children's learning journey records, planning systems, a selection of policies and procedures and children's records.

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Information about the setting

The childminder was registered in 2013 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged 20 months and four years in a house in Ratby, Leicestershire. The whole of the ground floor, two bedrooms on the first floor and the rear garden are used for childminding. The family has a dog, cat and guinea pigs as pets. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There is currently one child on roll in the early years age group. She operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays.

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

 review the already positive methods used to limit the risk of cross-infection to children, for example, by ensuring that outdoor shoes are not worn in the home and that floors children crawl on, are hygienically maintained

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

 extend the already good partnerships with parents by further developing strategies to share information that promotes children's learning at home.

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who attend

The childminder has been caring for the children for a relatively short period but they are happy and settled in her care. They are beginning to show confidence as they tentatively explore their surroundings and choose activities they are interested in from the varied range of toys and resources available. Her knowledge and understanding of the learning and development requirements is good. She carefully observes children to find out about their initial interests and effectively uses this information to plan activities that successfully engage children. The childminder records children's achievements and the progress they make and records these using a computer assessment program. The system is used to regularly track and assess children's progress and ensure they are well prepared for their next stage of learning, such as starting school. Partnership with parents is effective overall. The childminder ensures that initial information is sought regarding children's care,

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who attend

learning and interests, which she then uses to plan an interesting and accessible learning environment to support their individual needs. The childminder offers a gradual settling-in process to allow children to gain confidence and feel comfortable with their new surroundings. This is particularly effective for those children who have never left their parents before. As a result, children settle easily and with their individual needs fully reflected and supported within the environment. All parents are provided with a password in order for them to access the computer system used by the childminder. This keeps them informed of children's progress and allows them to see photographs of particular events and activities children have been involved in, for example, a trip to the zoo. However, there is scope to enhance the information parents receive about how they might support their children's learning at home. The childminder has systems in place to

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who attend

complete the progress check at age two and to share the summaries with parents, in order to support children's future learning.

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who attend

The childminder uses effective teaching strategies and the knowledge of children's interests to ensure children make good progress. For example, she strategically places low-level resources, such as stacking toys, shape sorters and walkers around the environment to encourage children who are not yet walking, to challenge their mobility. As a result, they crawl to those toys that interest them most, such as the stacking toys, to explore and investigate. Therefore, their physical skills both, large and small are well supported. The childminder uses interaction effectively to help children learn. For example, when noticing a child who rolls the ball along the floor, she pushes this back towards them, explaining what she is doing, introducing new words to help children hear and understand language and simple instruction, such as, 'roll it back to me' and 'I'm rolling it to you'.

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who attend

Children learn through play and exploration. The childminder spends the majority of her time sat on the floor with children, which enables her to interact with the youngest children at their level, supporting their personal and social skills along with their developing communication and language. For example, as children hand her toys, she names these and listens to them as they babble in response. Children's opportunities to develop an understanding of number are sound as she counts the number of shapes placed on wooden pegs, as well as the numbers of bricks placed on top of one another. They have access to a wide range of books, which they access independently and also enjoy looking at with the childminder. This enhances children's early literacy skills and provides them with opportunities to see pictures and learn about the wider world.

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

Children are cared for in a homely and welcoming environment. Despite only attending for a short time, secure emotional attachments have formed, as children approach the childminder with ease and enjoy lots of cuddles. Her home is welcoming and space is organised effectively so that children can play, eat and rest comfortably. There are times in which younger children become anxious of visitors to the setting, leading to them requiring reassurance; the childminder is quick to recognise this, offering words of reassurance and touch, to show the child they are there. As a result, children soon become able to play easily despite the presence of the visitor. The childminder helps children to settle by working closely with parents to gather as much information as she can regarding their child so that she has a clear understanding of their individual care routines and interests. Despite the young age of the children the childminder offers care

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

to, she ensures that she begins to teach all appropriate ways to behave. For example, she role models how to share and take turns, using her own children as a guide and example of how this is done in practice. During times when children behave inappropriately, she reminds them of how this makes others feel and if they think this is 'fair'. Children's independence is encouraged, for example, as she provides them with individual hand wipes to wipe their hands before snacks, assisting as needed.

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

Overall, the childminder promotes children's healthy lifestyles well. She plans daily fresh air and exercise out in the locality as well as opportunities to play in the garden. Children learn about the importance of a healthy diet because the childminder works in partnership with parents to provide them with a range of healthy snacks and meals. Nappy changing promotes good health and reflects appropriate hygiene practices. For example, the childminder wears gloves, uses individual wipes and stores nappies appropriately once soiled. However, there is scope to limit the risk of cross-infection further by following more robust hygiene procedures, for example, on the floor in the lounge area where younger children crawl. Children's safety is paramount and the childminder ensures that even young children begin to learn how to be safe. For example, she involves every child in the emergency evacuation procedure to not only enable them to get used to the sound the

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

smoke alarm makes, but to enable them to know how to leave the setting quickly and safely. In addition, children's safety is further supported as the childminder ensures that all areas are free from obvious safety hazards.

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provision

The childminder has a secure understanding of the safeguarding and welfare requirements. She has established an informative range of policies and procedures to reflect her practice and to support children's well-being. She has attended child protection training and has a sound knowledge of the procedures to follow should she be concerned for a child's welfare. Risk assessments are maintained and regularly reviewed to ensure that all areas children have access to in the home, garden and on outings, are safe. The childminder ensures children are well supervised at all times and all household members have been checked by Ofsted to ensure their suitability. This ensures that children are well protected and that their safety and well-being is given high priority at all times. Documentation is organised and maintained to a good standard, which effectively supports children's safety and welfare.

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provision

The childminder has a secure knowledge of the learning and development requirements and a good overview of how to plan a balanced curriculum. Although she has only been childminding for a short time she has begun to assess and monitor children's skills and abilities to plan effective and relevant next steps in learning for them. As a result, children make good progress. She demonstrates a strong commitment to improvement as she attends relevant training opportunities when time allows. She has been minding for only a short time, but has begun to reflect on her practice to enable her to identify those areas she wishes to develop, promoting continuous improvement. She has developed good relationships with parents and shares a folder of useful information about her setting with the parents at the initial meeting. She shares daily dialogue about what children have done, both in her setting and when she takes children to another childminder, who she

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provision

works with as an assistant. As a result, parents are well informed of the progress children make. Links with other providers delivering the Early Years Foundation Stage will be forged when necessary.

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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 EY465884 Local authority Leicestershire Inspection number 940683 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 1

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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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