Childminder in Nottinghamshire

Inspection date

Previous inspection date 15/04/2014 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 are safeguarded well. This is because the childminder has a secure understanding of her roles and responsibilities and follows effective procedures to protect children.  Children are making good progress in their learning and development given their starting points. This is because the childminder implements effective teaching skills. She successfully tracks children's development by undertaking secure observations which are used to inform future planning of play to promote children's individual next steps in their learning.  Children are happy and settled and secure attachments are effective because the childminder promotes children's confidence and independence.  The childminder has completed relevant training and implements effective practice while working sensitively with parents, which offers a strong contribution to ensuring that children receive the necessary support for their individual needs. This successfully

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This provision is good

underpins the smooth running of the service offered.

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It is not yet outstanding because

 There is scope to improve partnership working with parents in order to ensure even more information is shared about supporting children's individual learning at home.  There is scope to further enhance childrens already good abilities in mathematical skills by providing more resources and asking questions about amount, numbers and size.

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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 compulsory part 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 spoke with the childminder and interacted with children at appropriate times throughout the inspection.  The inspector completed a joint observation with the childminder.

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Inspection activities

 The inspector sampled a selection of documentation, including child development records, training and qualification certificates, children's personal detail records, risk assessments, suitability checks, written policies and procedures and other required records.  The inspector took account of the views of parents.

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Information about the setting

The childminder was registered in 2013 and is on the Early Years Register and the compulsory part of the Childcare Register. She lives with her husband and two school children aged six and four years in a house in Calverton, Nottinghamshire. The whole of the house is used for childminding, although most care is provided on the ground floor. Toilet facilities are on the first floor and children also have access to an enclosed rear garden. The family have a dog, cat and two goldfish as pets. The childminder attends local activities with the children and visits the shops and park on a regular basis. She also takes and collects children from the local schools, nurseries and pre-schools. There are currently eight children on roll, three of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7.30am to 8.30pm, Monday to Wednesday and from 7.30am to 6pm on Thursday and Friday, except family

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Information about the setting

holidays. The childminder 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:

 extend the partnership working with parents so that there are greater opportunities to share more information about supporting individual children's learning at home

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

 provide more resources and ask more questions for children's mathematical skills to be extended during craft and exploratory activities, for example, by adding tipping and pouring equipment.

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who attend

The childminder has a good understanding of child development and implements effective teaching skills in her practice. Children are making good progress in their learning and development given their starting points. The childminder successfully tracks children's development by undertaking secure observations which are used to inform future planning of play to promote children's individual next steps in their learning. Children are willing to have a go and initiate their own play as well as taking the lead when interacting with the childminder. They are well-motivated and show good levels of concentration and sustainability during their chosen activities. They are active learners. As a result, children are effectively supported in their learning and development, and are making good progress overall. From when the child first starts, the childminder understands and values the importance of gathering robust information about the child's general welfare and care

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who attend

needs, likes, interests and stage of development from parents. The childminder successfully uses this information to plan pertinent and relevant activities to help the children settle in to her care, but also as a base line for tracking their development and progress.

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who attend

Good and informative observations and assessments are sensitively undertaken, providing the childminder with a secure focus on how to support each child in their next steps of learning. These are attractively recorded in each child's development file and shared with parents. This helps them understand how their children are progressing. Additionally, the childminder uses colourful photographs and completes a four weekly summary to also share with parents. The childminder talks to the parents providing sensitive ideas to support their child's learning at home. However, there is scope to further improve partnership working with parents in order to ensure that more information is shared about supporting their child's learning at home so that they continue to make rapid progress. The childminder values the importance of linking with the teachers of the local school to discuss some aspects of children's individual learning to help her complement their next

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who attend

steps in their progress. This is also discussed with parents to enable all those involved with the child to support the child effectively and continue to enhance their all-round development. The childminder also skilfully helps prepare children in their readiness for school. For example, she encourages children to enhance their independence skills by putting on their own coats and shoes as well as enhance their already good literacy skills by using phonics and sharing story books.

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who attend

Children enjoy their time outside using their imaginative and creative skills by freely expressing themselves during painting activities that they have chosen. They show good levels of concentration as well as the confidence to explore and investigate with various colours and textures while mixing paint and water. The childminder skilfully explains to the children about changes in the various shades of colours as children add more water to dilute the paint. She also encourages children to work out problems, such as when they put too much water on the paper and the effect this has on the paper when they try to lift the paper up. As they do, the paper begins to tear. The childminder gently reminds the children when they repeat the activity and the children confidently recall what possibly may happen again. Children enthusiastically remain at the activity confidently using their physical skills to squeeze the water out of the spray bottles. They collect stones and

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who attend

pebbles to ensure the paper does not curl up or blow away by placing them around the paper before they resume the next painting activity. Children request more water and paint, however, the childminder occasionally misses the opportunity to further enhance children's already good skills in mathematical skills by providing more resources for tipping and pouring. Once these resources are finally added, children explore excitedly filling up the spray bottles with the jugs of water provided by the childminder. They have lots of fun exploring the bubbles and seeing who can fill the bottles up the most. Children show good levels of control as they pour the water from the jug into the narrow plastic spray bottles. Again, the childminder misses the chance to talk to the children about amounts, size and numbers to enhance their already good mathematical skills. Inside, children explore with construction fixing bricks together to create objects and towers. Children explain what

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who attend

they have made and are proud of their achievements. Books are readily at hand and support children in their literacy skills. Children sit on the chair and talk about the characters in the pictures. They share which are their favourite books referring to 'space' and 'bears'.

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

Established relationships between children and the childminder are strong. When children first start, the childminder understands and values the importance of gathering in-depth information from parents. The childminder is then able to plan and provide relevant activities pertinent to the child to help them settle. Transitional periods during children's next steps in their learning and settling-in periods with the childminder are planned sensitively to meet their overall needs. The childminder works appropriately with teachers as well as sensitively with parents, resulting in children settling quickly into their new environments. A daily diary sheet is used to record any particular events or the general routine of the child, such as sleep times. The childminder also shares the information verbally informing the parents should this be required and is able to answer or clarify any queries. Children are happy and settled and secure attachments are effective because the

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

childminder promotes children's confidence and independence successfully. For example, children choose whether they wish to play inside or outdoors. Children's self-esteem and behaviour is good because the childminder understands the importance of praising positive behaviour and being a good role model. The childminder promotes the uniqueness of each child and encourages children to respect others similarities and differences. An inclusive environment is promoted because the childminder is positive in her approach and provides a good range of toys, activities and experiences that raise children's awareness to the world around them and the people and animals in it.

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

The childminder's home is warm and welcoming. She values children's artwork by displaying their finished work around the home. This helps children make reference to what they have done and identifies how they make progress, such as when they enhance their literacy skills from making marks to forming clear letters of the alphabet. Toys inside and outside are safe, stimulating and presented attractively to encourage children to explore independently. Good use is made of the childminder's home and garden to support children's all-round development. Children's independence skills are supported well because the childminder ensures they are able to make choices by themselves. This is because the childminder places toys on the floor, on low-level shelving, free standing outside or in boxes which help children reach the toys by themselves. This also encourages children to explore and investigate, and extend and experiment using a variety

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

of additional resources and as a rule mostly supports their own learning.

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

Children are learning about dangers because the childminder talks to them about possible hazards. For example, during their walk to school, the childminder points out hazards, such as cars and helps children become confident and knowledgeable regarding road safety awareness. Furthermore, inside she gently reminds children of the importance of sitting on chairs properly so they do not fall off them and hurt themselves. The childminder helps children learn about keeping healthy through daily tasks and activities because she oversees children's toileting and self-care routines well. For example, each child has their own flannel and hand towel so that they prevent the spread of cross- infection by not sharing the same items when washing and drying their hands and face. Children have good opportunities to spend time outside enjoying the fresh air while exercising. They spend time in the back garden and driveway exploring a range of toys

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

and activities. Furthermore, children are also encouraged to bring their own scooter to use to and from school as another way of exercising while having fun. The childminder offers children varied light snacks and meals which meet children's specific dietary requirements as discussed and agreed with parents. Children enjoy sitting at the low-level table serving themselves with crackers, cream cheese and a selection of freshly cut vegetables. The childminder monitors the food intake of children and provides meals that are healthy and well-balanced. Children recognise when they are thirsty and access their own drinks independently because the childminder ensures that all children are able to reach their drinks.

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provision

The childminder has good knowledge of safeguarding policies and has implemented robust procedures to follow should she have any concerns regarding a child in her care. She has undertaken safeguarding training which ensures she has a robust understanding of current requirements regarding the protection of children. Clearly written policies are in place supported by a good range of additional information for reference to which the childminder adheres to in protecting children in her care. The childminder ensures that all adults living or working with minded children are suitable. This is because she has completed Disclosure and Barring Service checks for all individuals. Robust risk assessments are in place ensuring all areas where children play are safe and secure and that any potential hazards are minimised to children in the home, garden and when on outings. For example, the childminder ensures that all dog faeces is removed from the

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provision

garden before children play in the area and regularly checks the area to ensure children are continually able to play in a safe and clean environment. She supervises children carefully while they are in her care and ensures that they are not left with anyone who is not vetted. A comprehensive range of written policies, procedures and records successfully underpin the running of the service that the childminder promotes while meeting all welfare requirements of the Statutory framework for the Early Years Foundation Stage. For example, although the childminder has not received any complaints she has implemented an effective system to deal with any concerns raised by parents. Information is robustly recorded and dealt with in a sensitive and secure way. A clearly written policy along with additional information including discussions is shared with parents helping them to address any possible concerns that they may have.

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provision

The childminder has a positive attitude to professional development. Although she is recently registered she has successfully embedded secure practice in meeting the overall needs of children and works sensitively with parents. She regularly reflects on the service she provides to ensure the outcomes for children continue to improve. For example, the childminder has completed recent training and has successfully implemented a robust business plan highlighting the service that she offers. She works sensitively with parents which offers a strong contribution to ensuring that children receive the necessary support for their individual needs. This also successfully underpins the smooth running of the service offered. Furthermore, she has reviewed the written policies and procedures to ensure that children and parents are offered a quality service. The childminder reflects on how well the day has gone and how the children have played with the toys. She also talks

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provision

to parents and encourages them to complete written questionnaires to find out their ideas and suggestions to help and support her in meeting their children's care and learning needs. This ensures that she monitors the educational programmes well to ensure children are benefiting from their time while in her care. As a result, children take part in a well- balanced and good range of activities while feeling safe, secure and happy.

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provision

The partnerships with parents are good. The childminder involves parents from the start, gathering useful information about their child's level of development and their overall needs. A parent pack and written policies and procedures are provided for parents when their child first starts. The childminder understands the importance of sharing and collating information from the start so that she is able to plan relevant activities for individual children while meeting their care needs successfully. Parents are kept up to date regarding their child's daily events, learning and care needs through discussion and written information. There is also a parents' noticeboard displaying appropriate information relating to the service the childminder providers, such as the certificate of registration, public liability insurance, fire procedures and information regarding the complaints procedure. The childminder links with other professionals well to support children through

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provision

various new challenges in their lives, such as moving on to school. She also understands the importance of working with teachers to complement and support children in their learning and during transitional times. The childminder works well with other childminder's and local authority professionals to share best practice and new ideas which benefit children.

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The Childcare Register

The requirements for the compulsory 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 EY470410 Local authority Nottinghamshire Inspection number 942478 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 4 Number of children on roll 8

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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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