Noble, Kerry Anne

Inspection date

Previous inspection date 02/05/2014 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder teaches children well due to her very good understanding of how to support children's learning. She uses detailed observations to plan the next steps for their development. As a result, children are making good progress.  Children are kept safe because the childminder monitors her provision well. She has a good understanding of, and prioritises, safeguarding children through appropriate procedures and risk assessments.  Positive relationships with parents are developed through effective settling-in procedures and daily discussions about children's care and development. This helps to promote continuity of care and learning for children.  Children are happy and settled. They have a strong bond with the childminder, which ensures that they feel safe and secure.

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It is not yet outstanding because

 There is scope to extend the use of natural and open-ended resources to enhance children's opportunities to explore, think critically and support their developing problem solving skills.  Highly successfully strategies have not been developed to fully engage all parents in their children's learning. As a consequence. their knowledge of their child is not always used to maximum effect in planning for future learning.

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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 toured the premises used for childminding.

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Inspection activities

 The inspector observed practice and interaction between the childminder and children during play and at snack time.

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Inspection activities

 The inspector looked at a range of documentation including parents' written comments, policies and procedures.

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Inspection activities

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

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Inspection activities

 The inspector examined the children's learning development records and observation, planning and assessment procedures.

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Information about the setting

The childminder was registered in 2012 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 five and three years in a house in Brampton area of Chesterfield. The whole of the ground floor and the rear garden are used for childminding. 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 are currently eight children on roll, five of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder receives support from local authority.

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

 enhance strategies to encourage all parents to engage in their children's learning making even greater use of their knowledge of their child to further enrich planning for children's learning

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

 extend the use of natural and open-ended resources to enhance children's opportunities to explore, think critically and support their developing problem solving skills.

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who attend

The quality of teaching is good, because the childminder has a secure understanding of the learning and development requirements of the Statutory framework for the Early Years Foundation Stage. She knows the children very well because, prior to entry into her home, she gathers important information from parents about children's likes and dislikes and what they can do. This enables her to effectively establish children's starting points, helping her to plan interesting challenging activities to support their ongoing learning. The childminder has high expectations of all the children in her care. She continually observes and assesses children's progress. This means she has a good understanding of each child's individual next steps in learning. The childminder uses this information successfully to plan across all the areas of learning and development. Consequently, children are making good progress to prepare them for their next stage in learning, for example, school.

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who attend

The childminder provides an environment that is rich in opportunities for conversation and discussion. This supports the children very well to develop their communication and language skills. The childminder talks to the children all the time, naming objects, describing what she is doing and skilfully using open-ended questions to extend and reshape tasks. For example, as children decorate photographs of their families she encourages them to talk about the people in the photographs and their relationships. Children are given time to think about their responses and happily point to members of their family and their pets. The childminder uses children's interests and fascination when planning for their next steps in development. For example, as the children play with dinosaurs she supports them to name colours and count the dinosaurs. She introduces a number train to encourage early counting and sorting skills. This supports the children's

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who attend

fascination with trains and dinosaurs. As a consequence, the children are happy, confident and motivated to learn. Children benefit from a wide variety of books and enjoy looking at books alone or together as they share a book with the childminder. This helps promote their early literacy skills.

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who attend

Overall, partnerships with parents are strong. The childminder clearly knows the children in her care well, she notes down any new developments she observes. The childminder uses daily diaries to keep parents well informed about what children have been doing during the day. In addition, the children's learning journals are well documented. Parents' share their views via questionnaires. Currently, parents share information about children's learning at home through discussion or sometimes in the learning journals. The childminder uses this to inform her planning and gain a broader view of children's learning. However, there is scope to build on strategies to strengthen parents' involvement in their children's learning. For example, by providing more effective ways for parents to share what children are learning at home and further encourage a shared approach to the children's development.

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

Children are able to form secure attachments with the childminder and are clearly settled and happy in this environment. This is because the childminder works closely with parents to ensure the children's individual needs are met. Parents are effectively encouraged to share what they know about their children before they start with the childminder. This includes children's likes, dislikes, interests, how they usually settle, important people in their lives and home routines. Consequently, the childminder can provide individually tailored care, consistent with that given at home. This ensures a smooth transition between home and an unfamiliar environment and effectively promotes children's well- being.

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

The playroom is welcoming and stimulating because it is enhanced with children's artwork. Resources are organised effectively in plentiful boxes kept at a low level and clearly labelled with pictures and words. As a result, children readily select what they want to play with and develop good levels of independence. However, there is scope to extend the use of natural and open-ended resources to continue to allow children to explore and support their developing problem solving skills. Children behave well and the childminder has realistic expectations of them. She consistently acknowledges children's positive behaviour and considers her responses, so that they are reflective of children's individual needs and levels of understanding. She ensures that she is a positive role model and is calm and sensitive in her approach. This effectively fosters children's awareness of boundaries and helps them manage their feelings and behaviour in a way, which promotes their emotional

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

The childminder reminds the children of the importance of good hygiene practices as she ensures that children wash their hands before handling foods and talk about the need to wash away germs. Mealtimes are very relaxed occasions, in which children can enjoy the experience. The childminder plans and prepares healthy meals and snacks and takes into account children's individual needs. She encourages children to try new foods providing a good role model for the children as she sits with them to share a meal. Children develop good awareness of how to keep themselves safe and healthy. A variety of indoor and outdoor physical activity is provided. This enables children to benefit from fresh air and develop and practise their physical skills. Children are taught to cross the road safely when going out and supported to use equipment safely. This enables the children to develop a sense of personal safety. Children show a good awareness of potential hazards. Children

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

are supported to be confident, take turns, play cooperatively and follow instructions supporting them to develop very good social skills and be ready for their next steps in education.

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provision

The childminder has a good understanding of meeting the safeguarding and welfare, and the learning and development requirements of the Statutory framework for the Early Years Foundation Stage. All adults in the home are deemed safe and suitable to be in contact with children and Ofsted are notified of any changes, in order to safeguard children. The childminder has a good understanding of possible signs or symptoms of abuse or neglect and is familiar with the procedures for reporting such concerns. Consequently, children are kept safe and their welfare is promoted. This is reinforced by other safe practices, such as security. The childminder has good systems in place to ensure the premises are secure. Visitors' identities are checked and the outside door is locked to prevent unauthorised people gaining access and the children leaving unaccompanied. This ensures that children safety is promoted at all times.

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provision

The childminder has a secure knowledge of learning and development and how children learn. She ensures that educational programmes cover all seven areas of learning and development. The childminder gathers very good information from parents when the children enter her home. This ensures that she plans activities that the children enjoy, but offer sufficient challenge to ensure children make good progress towards their next steps. Parents are well informed about their children's care and learning. They receive a good variety of communication through daily verbal exchanges, daily diaries and through the sharing of children's development records. Parents are actively encouraged to share their views and suggestions, in order to help inform the service. For example, through questionnaires and comments in children's daily diaries, which are complimentary about the service provided and care of children.

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provision

The childminder has identified her strengths and weaknesses through effective self- evaluation procedures, which provide opportunities for her to evaluate her provision on a regular basis. She has planned a programme of professional development making use of available training courses and online training to enhance her provision and improve outcomes for children. To enhance her practice the childminder meets with a group of local childminders. Together they share good practice. The childminder keeps up to date with new initiatives and any changes to childcare legislation and frameworks. She works with the local authority to support and develop her practice this ensures that she can meet the needs of all children attending her home.

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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 EY454975 Local authority Derbyshire Inspection number 915781 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 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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