Childminder in Nottinghamshire

Inspection date

Previous inspection date 04/04/2014 25/03/2009

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early years provision

This inspection: 2 Previous inspection: 3 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder effectively meets each child's unique needs. She interacts and communicates well with children and positively promotes their emotional well-being. This means children are happy, feel safe and secure in the childminder's care.  The childminder safeguards and promotes children's welfare and learning well. She ensures all reasonable steps are in place to maintain a safe, clean, stimulating and challenging learning environment. She does this effectively by implementing clear policies, procedures and by being actively involved in children's play.  The childminder keeps children safe on outings as she conducts risk assessments for all trips and places that they visit and ensures she keeps children within sight and hearing.  Through effective use of praise, children are confident in their own abilities and they understand what acceptable behaviour is. The childminder provides good opportunities

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This provision is good

for children to be independent and she helps them to learn about the importance keeping themselves safe.  Partnerships with parents are strong. As a result, all children and their families are included in the setting and their skills and achievements are recognised and valued.

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It is not yet outstanding because

 The outdoor environment is not sufficiently utilised to fully support children's learning through the use of a wide range of resources and experiences.

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Information about this inspection

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

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Information about this inspection

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

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Information about this inspection

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

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Inspection activities

 The inspector observed activities in the dining room and outside.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the observations.

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Inspection activities

 The inspector looked at children's learning journey records, planning documentation, the childminder's self-evaluation documents and a selection of policies and children's records.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder and all household members over 16 years.

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Inspection activities

 The inspector took account of the views of parents via the childminder's recent parent questionnaires.

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Information about the setting

The childminder was registered in 2003 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her two children aged 16 and nine years in a terrace house in Carlton, Nottingham. The whole of the downstairs area and enclosed rear garden is used for childminding. Toilet facilities are provided on the first floor. The premises are accessed by a step. The childminder attends the local childminding support group and parent and toddler groups. She visits the local shops and parks on a regular basis. The childminder takes and collects children from the local school, nursery and pre-school. She holds a recognised early years qualification. The childminder currently has four children on roll. Of whom, three are in the early years age range and who attend for a variety of sessions. She is open Monday to Friday, all year round from 8am to 6pm except for family holidays and all main bank holidays. The childminder is registered to

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Information about the setting

receive funding for the provision of free early education for two-year-olds.

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

 strengthen the outdoor provision by providing a stimulating range of resources and experiences which are accessible and can be used in different ways, to allow children to further explore, build, move and role-play.

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who attend

The childminder demonstrates a good knowledge and understanding of the Early Years Foundation Stage and therefore promotes children's learning and development well. Effective planning and good organisation ensures that every child is challenged by the learning experiences provided. She observes children during activities and makes sound assessments of their abilities. Children benefit from a good balance of adult-led and child- initiated activities and the routine is very flexible to enable them to pursue their own interests. While the childminder plays alongside children, she effectively encourages their communication and language skills and promotes their physical and personal, social and emotional development. Their good progress in these three areas ensures that they have the key skills needed for the next steps in their learning, such as nursery or school. The childminder demonstrates high expectations of all children and plans an educational

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who attend

programme that has depth and breadth across the seven areas of learning. She observes children's learning and development and records her findings in their learning journey's and tracker books. The childminder successfully uses this information to identify children's learning priorities and makes plans to ensure children make as much progress as they can given their starting points and capabilities. For example, they use a tracking system to measure the progress children are making. This ensures that all children are developing as they should.

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who attend

The childminder easily gets down to the children's level and plays with them. She sits on the floor and plays a game of picture dominoes with the children. Every opportunity for learning is taken, as the children are encouraged to count their dominoes to ensure they all have the same. Also, good positional language is reinforced as they place their dominoes next to the matching picture. The childminder provides a broad range of activities and experiences, which promote children's development well in all areas. She observes and assesses children's progress as they play and supports and purposefully extends their learning. For example, one child places one of the large dominoes on her head and the childminder picks up on this and encourages the children to walk about and keep the domino on their heads, helping their balancing skills. Children are working comfortably within the typical range of development expected for their age. They help

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who attend

themselves to toys from a wide range kept in the lounge and dining room. Children move freely around the ground floor and enjoy the freedom to use the space. For example, they play very well with their peers. One child suggests a game of 'hide and seek' and they all join in. Children sit in the play tent and look at books together, the childminder sits with them and reads them stories. The childminder uses signing with the children so they learn another form of communication. Children enjoy playing in the sand tray outside and recognise the plastic 'stingray fish' that is hidden in the bottom of the tray. They use the dry sand like water as they fill the teapot and pour the sand into a tea cup and offer the childminder a 'cup of tea'. The children enjoy playing with the interactive toys which helps to raise their awareness of technology. Children enjoy a range of outings that complement their learning. These offer interesting and challenging experiences, which effectively

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who attend

support children to make good progress. Children demonstrate friendly behaviour, as they initiate conversations and form good relationships with familiar and unfamiliar adults. For example, they confidently talk to and interact with the inspector as they ask her questions about what she is doing or why she is there.

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who attend

Parents receive good information about their children's daily care and learning through verbal discussions upon collection of their children. The childminder demonstrates a good awareness of the progress check at age two. She understands how to involve parents in the process, so that they can share what they know about children's learning. The indoor environment is stimulating and enables children to follow their own interests. However, the outdoor play area for children currently does not provide extensive opportunities to cover all areas of development in an inspiring environment. This means that some children's learning outdoors is not always maximised to continually allow them play and explore for themselves.

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

The childminder has strong and positive attachments with children. She fosters this well because she has good arrangements in place for settling children. For example, she gathers and shares good quality information with parents about children's needs. When children first start, she gradually builds up the length of time they are in her care. This results in happy and content children who feel safe and secure in the setting. Through positively praising children, the childminder promotes children's confidence and self- esteem. She is a good role model and provides consistent routines, this supports children's understanding of what is acceptable behaviour, such as being kind and respectful towards others. The childminder ensures she spends time with all children so that they feel special and valued, which results in children having a positive self-image.

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

The childminder promotes children's health well. She works with parents to meet all dietary needs and ensure that all children are nourished. Currently parents provide the main meals for their own children. The childminder through discussion demonstrates a good understanding of the foods that children need to ensure a well-balanced diet. She provides healthy snacks and drinks for the children. Children help themselves to a drink as they become thirsty, which helps to ensure that they stay suitably hydrated. Through daily routines, such as hand washing, the children are developing their self-care skills as well as learning about the importance of good hygiene practices. Children have opportunities to explore the community around them, as they go out and about to different local places. For example, they attend the local park and different groups throughout the week. These activities also provide good opportunities for fresh air and exercise and provide

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

experiences for children to learn about risks in their local environment, such as road safety and stranger danger.

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

The childminder completes risk assessments to minimise hazards to children in order to promote their well-being. Children develop an understanding of their own safety because the childminder makes sure that daily opportunities are included to learn about safety. Emergency evacuation is planned and shows a proactive approach towards helping children to understand safety. The childminder provides the space and freedom for children to explore while being kept safe through her supervision and support. Children feel safe to explore because the childminder supports them well and provides toys that are easily accessible and in appropriate condition. They demonstrate that they feel secure and form good emotional attachments with the childminder. Children benefit from visits to different groups which enable them to develop confidence in new experiences and to help them socialise. They have numerous opportunities to learn about other cultures and

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

beliefs as the childminder provides a range of resources, activities and experiences. This helps children learn to value and respect others and to challenge inappropriate attitudes and practices. For example, they have recently learnt about Chinese New Year and how to write their age using Chinese writing.

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provision

The childminder has a good understanding of her responsibilities in meeting the safeguarding, welfare, learning and development requirements. She is very aware of when to notify Ofsted of significant events or of any changes. The childminder demonstrates a high regard to the safety of children supervising them well at all times and on outings. She provides a safe environment for them through effective risk assessments, policies and procedures, such as dealing with accidents and safe administration of medicines, the childminder takes all reasonable steps to keep children safe. Through having a good knowledge of child protection issues, which includes accessing training, the childminder is aware of potential signs of abuse and neglect. This means she has a secure understanding of her responsibilities regarding protecting children from harm. For example, she knows what she must do if she has any concerns and which agencies she must inform. The

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provision

childminder has a positive and strong commitment towards monitoring and evaluating her service. For example, she has recently undertaken the local authority review process and received a very good score and outcome. The childminder regularly reviews and monitors children's progress records and planning documents to ensure she offers a broad range of activities across all areas of learning.

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provision

Children's art work is displayed demonstrating that the childminder values their work. This contributes to children having a sense of belonging. Through parental questionnaires, seeking advice from other professionals and childminder's and talking with children, the childminder is positively striving towards involving others in her self-evaluation. This demonstrates her ability to reflect on her service. Through accessing a wide range of training courses and seeking support from others, the childminder promotes a strong commitment towards an effective programme of professional development. The childminder has suitably actioned the actions and recommendations made at her last inspection.

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provision

She is clearly aware of the benefits of working with others to support children's continuity of care and learning. In addition to receiving information from parents about children's progress at other settings, the childminder exchanges information directly with some providers. These active partnerships result in the exchange of information, which enable her to identify any gaps in their learning and any children, who may need extra support. The childminder's relationships with parents are good. For example, through having regular discussions and parents being able to access their children's progress records, ensures a good exchange of information about children's care needs, activities children engage in and future improvement plans. This effective communication contributes to meeting children's individual needs. Comments from parents are very positive about the care children receive. They speak highly of the childminder and state that the children

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provision

always talk about what they have been doing. Parents also speak of how their children's development has come on since attending the childminder.

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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 EY257360 Local authority Nottinghamshire Inspection number 956851 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

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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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