Childminder in Leicester

Inspection date

Previous inspection date 21/03/2014 19/03/2009

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early years provision

This inspection: 2 Previous inspection: 2 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 make good progress in their development and have a positive attitude to learning. This is because the childminder knows them well and provides experiences that she knows they will enjoy.  Children develop strong, trusting relationships with the childminder through the gradual introduction into her care. This makes the transition from their home into the childminder's home, a relaxed experience for them.  Strong relationships have been formed with parents who are kept informed about their child's day, learning and development. Clearly written policies and procedures reflect the care provided and are shared with parents.  Children's safety is paramount. The childminder ensures that all areas of the home and garden are safe and suitable and toys and equipment are maintained to a high standard. They are able to freely access a wide variety of toys which helps them grow in confidence and develop independence.

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It is not yet outstanding because

 Resources to build on children's understanding of diversity and the wider world, including disability are not yet established.

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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 taking place during the inspection.  The inspector viewed the areas of the premises and garden used for childminding.  The inspector took account of the views of verbal feedback from parents.

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Inspection activities

 The inspector looked at children's records, policies and procedures and written risk assessments and checked the childminder's suitability and that of members of the household.

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Information about the setting

The childminder was registered in 1992 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her adult child and two grandchildren in Leicester. The whole of the ground floor is used for childminding. There is an enclosed rear garden for outdoor play. She attends toddler groups and activities, she visits the shops and park on a regular basis. There are currently 18 children on roll, of whom, seven are in the early years age group and attend on a part and full-time basis. The childminder operates all year round from 7.45am until 6pm Monday to Friday, except for bank holidays family holidays.

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

 provide positive images which represent diverse backgrounds, including those with diverse physical characteristics, including disabilities, to further support the children's understanding of the world.

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who attend

The childminder has a good knowledge and understanding of how children learn and develop, she supports them through a wide range of interesting activities and play experiences to make good progress. This helps prepare them for nursery or school. Effective use of ongoing observations and assessments of children enables her to effectively monitor their development while engaged in a range of interesting, challenging activities appropriate for their ages and abilities. The childminder clearly identifies children's next steps in their learning. Planning takes account of the individual learning needs of the children and the parents understanding of their child's development. Photographs of children involved in activities are included within each child's learning journal and a large collage of photographs is displayed within the childminder's home which enables parents to see the pleasure and enjoyment the children have throughout

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who attend

the day and encourage them to talk about their experiences. Individual learning journals are shared with parents who are encouraged to make their own comments. This enables them to remain up to date with their child's ongoing progress. Children are actively involved in choosing activities. Resources are stored in low-level boxes, which enable children of all ages and abilities to make choices with regard to their play, which in turn develops their independence.

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who attend

The childminder has a clear understanding of the prime and specific areas of learning and has accessed relevant training courses to keep her knowledge up to date. She uses her knowledge to plan specifically for children's ages and abilities. Children's language is encouraged as the childminder asks questions to extend their thinking and language skills and encourages them to recall past events. For example, she talks to a child about their morning at nursery and the activities they enjoyed. They enjoy a wide variety of toys and equipment which are rotated to maintain children's interest. All are very well maintained and routines are in place for the ongoing cleaning of them to ensure no cross infection. Children thoroughly enjoy cooking activities which are adapted to meet the varying ages of the children. They talk about the ingredients they are using and the changes to the mixture through the cooking process. Older children develop their mathematical skills as

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who attend

they use weighing scales to measure out the ingredients. Children develop their small muscles as they use appropriate utensils to mix the ingredients and once cooked take them home to share with their families.

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who attend

Babies and young children enjoy electronic toys, such as activity toys that encourage them to press buttons and lift flaps to gain a response through either music or flashing lights. They enjoy pretending to take photographs of their friends and encourage them to smile at the camera. They skilfully use shape sorters, becoming familiar with the different colour shapes they are using and the childminder encourages them to find other shapes within the room that are the same. This reinforces their understanding further. Children learn about the living world as they regularly visit the local park, where they have contact with the rabbits and ducks. They gather bread, apples and cabbage leaves to take with them to feed and begin to understand the importance of being gentle near them. Children are actively involved in learning about and celebrating cultural events throughout the year. This involves art and craft activities to reflect the celebration, using a variety of materials

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who attend

to express their creativity. Children also have the opportunity to try foods from different countries, for example, trying noodles, beansprouts and chicken when celebrating Chinese New Year. However, children's understanding of diversity and the wider world is not fully developed as resources that reflect positive images of diversity, including disability are still being developed.

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

Children play in a safe, secure environment. Risk assessments identify potential risks to children and action is taken to minimise them. The childminder is vigilant with regard to the safety of the children in her care. Regular fire drills are undertaken to ensure that children understand the routine to follow in the event of a fire within the home and a fire evacuation procedure is displayed as a visual reminder to them. Children are encouraged to explore the environment while keeping themselves safe. For example, they learn the importance of road safety and not talking to people they do not know. During the inspection the inspector was involved in the collection of children from pre-school. Good procedures were followed to ensure that they were safe. Children demonstrated a good understanding of their own safety, holding the buggy until they returned to the childminder's home, stopping at the kerbside and looking both ways to ensure there was

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

no oncoming traffic. They crossed roads safely once they had assured the childminder that it was safe to cross the road and she had agreed. As a result, children's understanding of how to keep themselves safe is assured. The childminder is supportive of them as they learn to negotiate with regard to the toys available to them. She is a good role model for children and they learn the importance of being kind to their friends, taking turns and sharing the toys. They receive lots of praise and encouragement throughout the day which builds their confidence and self-esteem.

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

Children's personal, emotional and social skills are continually enhanced as they regularly attend groups, such as, gym tots which enable them to meet with other children, enjoying new experiences and forming friendships. This successfully helps prepare young children for the transition to pre-school. Their health and well-being is enriched as they gain spend time outdoors each day in the fresh air, walking to and from school and visiting local parks and places of interest. They enjoy a variety of large equipment at the park including climbing frames and swings, they have the opportunity to exercise their bodies. This has a positive impact of their physical well-being and they develop an understanding of the importance of exercise on their bodies. Children's health is promoted very well. For example, the childminder offers support to help them learn sensible hygiene routines and nappy changing routines are sensitive to the child's needs. The childminder works with

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

parents in establishing appropriate routines with regard to potty training to ensure the process is successful. Children's independence skills are actively encouraged as they feed themselves and access their drinks as they wish to. A wide variety of freshly prepared foods are provided each week that takes account of individual dietary needs and preferences. During the inspection children enjoyed fresh fruit and crackers for their snack and spaghetti bolognaise for their lunch. Mealtimes are a social occasion as they sit together enabling them to talk about their day. Manners are encouraged and older children are actively involved in helping to prepare for the meal, such as, collecting the cutlery and carrying the meals to the younger children.

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

Children's emotional development is promoted very well. Excellent relationships have been formed with the childminder and each other and interaction is extremely good. Children's individual needs and preferences are discussed in detail with parents and their routines incorporated into their day. Successful routines for settling children into her home ensure the transition from home into the childminder's care is as relaxed as possible and a positive experience for both parents and children. As a result, children feel safe and secure in the childminder's care.

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provision

The childminder demonstrates a good understanding of her role and responsibility with regard to safeguarding children from abuse and neglect. She is fully conversant with local safeguarding procedures and the correct procedures to follow should she have concerns about a child in her care. Suitability checks have been undertaken to ensure children are safe to be in their care and procedures are in place to ensure children are not left in the care of un-vetted adults. In order to support continuity of care for children and families, the childminder is currently caring for more children than is normal within a childminding registration, although she is not exceeding the overall maximum of six children. However, the childminder has secure procedures in place to ensure that children's care, learning and development needs are continually met and children remain safe. Comprehensive written policies and procedures reflect her ethos of care and are shared with parents. The

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provision

childminder has a good knowledge of the individual needs of children which are detailed in concise written documents and held securely. Consequently, children's needs are well known and continually met.

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provision

The childminder is proactive in accessing ongoing training in the childcare field, to enhance her knowledge and understanding of good practice. She regularly attends groups, meeting with other childminder's to share good practice and keep up to date with changes to legislation and practice. Excellent working relationships have been formed with parents who share their views and comments through the use of questionnaires and verbal feedback each day. These comments alongside the childminder's own reflection on her practice enable her to continually monitor her practice and set appropriate targets for improvement. This has a positive impact on the care provided. Good relationships have formed with other providers of early year's childcare including the local pre-school. Continuity of care is maintained through the sharing of information between both parties which supports children's learning and helps them progress. The childminder uses her

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provision

ongoing observations of the children to identify any potential gaps in their development and support parents in gaining early intervention as needed. She is fully aware of the importance of the progress check at age two and systems are in place enabling the childminder and parents to work together to complete a report to share with other health professionals

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provision

Effective partnerships between parents and the childminder develop during the initial introduction to her home. Through detailed discussion and written information provided by parents, she gains comprehensive information outlining children's individual care needs and routines which she effectively incorporates into the day. A gradual introduction into her home enables children and their parents to become familiar with their new environment and form friendships with other children in her care. This makes the transition from home into the childminder's care as relaxed as possible and has a positive impact on children's well-being. Daily diaries for babies and young children enhance the strong communication between parents and the childminder, keeping them informed about their child's day, progress and achievements. Prior to the inspection parents contacted the inspector to reflect on the care they and their children receive. All spoke

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provision

highly of the care provided and comments include 'I would absolutely recommend the childminder, my children love her and are very happy. She provides a flexible service so able to pop in and see my children who are always engaged in activities. They have lots of outdoor play and children are very well cared for with lots of stimulation and educational activities' and 'Amazing. The childminder was recommended to me by a colleague and I have since recommended her to others. I am kept fully informed about care, impressed with the range of activities and my child is taken places that offers fun and stimulation. She provides a lovely experience for children and families'.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected within twelve months of the date of this inspection. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement action. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of

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Grade Judgement Description

the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

Unique reference number 226645 Local authority Leicester City Inspection number 961735 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 18

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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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