Childminder in Leicestershire

Inspection date

Previous inspection date 06/05/2014 Not Applicable

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 Children benefit from a gradual introduction to the setting, and parents are encouraged to share information about their child's routine. This helps with the transition from home and encourages their feeling of security.  The childminder provides a safe and secure environment where children enjoy a variety of play experiences. Potential risks within the home, garden and when on outings have been minimised. Therefore, children remain safe in her care.  Children are actively encouraged to develop a clear understanding of rules and boundaries. As a result, they listen to what is asked of them and behave well.

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It is not yet good because

 The childminder does not fully analyse the information gained through her observations of the children at play, to extend their stage of learning. Consequently, this information is not fully incorporated into planning activities to help children make good progress.  Adult to child ratios are not always maintained appropriately. This is a breach of the requirements of registration.  Opportunities for children to develop their understanding of diversity, the wider world and disability are not yet established as resources are minimal.  There is scope to enhance the exchange of information for parents regarding how they may support their child's learning at home.

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Information about this inspection

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

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Information about this inspection

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

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Information about this inspection

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

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Inspection activities

 The inspector spoke with the childminder, and interacted with children at appropriate times throughout the inspection, within various rooms of the childminder's home.

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Inspection activities

 The inspector had a tour of the premises, and viewed the equipment and resources available to the children.

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Inspection activities

 The inspector looked at a sample of policies, children's learning and development records, and suitability and safety documentation.

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Inspection activities

 The inspector took into account the views of parents and carers from written comments and through speaking to one parent.

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Information about the setting

The childminder was registered in 2013 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children, aged one and five years, in a house in Fleckney, Leicestershire. The whole of the house and the rear garden are used for childminding. The childminder attends a toddler group and activities in the local area. She visits the shops and parks on a regular basis. The childminder collects children from the local schools and pre-schools. There are currently six children on roll, four of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except bank holidays and family holidays. The childminder is a member of the Professional Association for Childcare and Early Years.

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must:

 improve the assessment and monitoring of the progress children are making, and use this information to ensure that challenging and exciting learning opportunities are used to plan children's next steps across all areas of learning

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must:

 ensure that adult to child ratios are maintained appropriately to reflect the Statutory framework of the Early Years Foundation Stage.

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

 provide opportunities for children to develop their understanding of diversity and the wider world, for example, by enhancing resources that reflect people from different communities and with disabilities

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

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

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who attend

Children are secure and move freely between the activities that are offered to them. The childminder provides children with a sound range of toys and activities that reflect their interests. She gathers information on what children can do before they begin in her care, using this to plan an environment to support their needs, and help them to settle effectively. For example, children making their initial visits are provided with favourite toys, as suggested by parents, such as a musical box and stacking blocks. The children show interest and enjoyment as they listen to the sounds, watching as the characters on the box move around. Children are able to access resources easily, which supports their individual choices and independent play. The childminder plans activities that reflect children's individual interests, to enable them to enjoy and engage in play. Regular observations of children's learning are completed across relevant areas of learning.

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who attend

However, the childminder is not fully analysing this information to support or extend children's next steps across all areas of learning. Consequently, this information is not fully incorporated into planning activities, to help children make good progress. The childminder is aware of the progress check at age two and has systems in place to allow her to do this when needed. All parents are provided with feedback on their child's progress on a daily basis and are encouraged to view the information kept on children, to ensure they are informed about their learning. However, there is scope to enhance the sharing of information with parents, to support their children's learning at home.

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who attend

Overall, the quality of teaching supports children to develop the key skills needed for the next stage in their learning. The childminder knows them well, and the layout of the setting enables children to have access to large spaces, giving them the freedom to use all accessible areas of the ground floor of the property. As a result, children become confident in their surroundings. Children are supported to develop their communication and language skills well. For example, the childminder offers commentary as younger children play, to enable them to hear new words and begin to gain a simple understanding of their meaning. She supports older children in their acquired language and critical thinking, as she asks appropriate questions, such as 'how does it work?' and, 'what do you think will happen if...?'. Older children in particular, enjoy mathematics, counting various toys and objects as they play. One child was eager to show the inspector a number chart

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who attend

on the wall, confidently and successfully counting to 26, recognising most of the numbers. Children show they recognise shapes, and begin to use mathematical language as they say to the childminder, 'mine is behind yours' when playing a game.

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who attend

Children's understanding of the world is developing as they investigate toys they can switch on and off, such as a compact disc player and battery operated games. They show their knowledge of using, these as they know which buttons to press and arrange all the arrows in a circle on a game, before switching it on. Younger children love to use the play telephone, which they enjoy babbling into as the childminder asks who they are talking to, encouraging them to be vocal. Although some books and activities are used to develop children's awareness of diversity and the wider world, there are few resources for play which represent children's diverse backgrounds and physical characteristics, so that children learn to appreciate and value each other's similarities and differences. Children begin to use their imagination as they use cars, games and construction equipment to build and explore their ideas. Children's physical development is well supported through

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who attend

regular opportunities to get out in the locality, for example, where they visit local play parks. Children have access to the childminder's garden, in which they are able to run, bounce on the trampoline and play with a range of different sized balls. Further to this, they can explore their creativity outdoors, as they use the mud kitchen to dig and make mud pies. The organisation of the indoor environment enables younger children to practise their developing mobility, as they pull themselves up to standing, crawl along the floors and use push-a-long toys.

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

Building children's confidence is a priority of the childminder, she uses lots of positive praise to support their self-esteem. The childminder is a very calm and patient role model for the children. For example, during children's settling in visits, she shows a calm and soothing approach, which allows children to develop strong emotional attachments and settle well. As a result, children are happy and secure. The childminder has consistent methods for managing children's behaviour; she gets down to their level, seeks eye contact and reminds them of the rules in place. Sharing of resources is reinforced with the children, so they learn to share and wait their turn as they play a game together. For example, when playing a game, an older child wanted to have all the arrows for themselves. The childminder asks them if this is fair and if it would be better to share. They listen to her and give some of the arrows to the other child. Therefore, children

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

behave well and know what is expected of them. Expectations, such as tidying toys away and listening to instructions, help children to learn skills ready for their move to pre-school and school.

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

Children's safety is appropriately maintained, as all areas of the home and garden have been assessed, and suitable steps taken to minimise potential risks. The childminder talks with children about safety and how to ensure they stay safe all the time, both in the home, outdoors and on outings. For example, before going up the stairs she asks children, 'what do we need to do?', the older children state, 'hold the rail'. Further to this, children practice the fire evacuation, to enable them to know how to leave the home safely. Therefore, children remain safe. The childminder works in partnership with parents to ensure that all foods offered to children are healthy and nutritious, and meet with their individual dietary needs. Drinks are freely available and the childminder reminds children to have drinks at regular points throughout the day, ensuring they remain hydrated. Children show they understand appropriate hygiene practices, through discussion and

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

daily routines, such as washing hands in the downstairs cloak room and informing the childminder, 'the germs have gone' when they have completed the task. Healthy lifestyles are promoted, the children have regular access to outdoor play and fresh air, both in the garden and at local play spaces and parks.

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provision

The childminder has a sound awareness of how to keep children safe, for example, written risk assessments are in place, and daily checks of all areas children have access to, ensuring that children are safe in her care. However, the childminder is caring for more children than the requirements allow. This is a breach of legal requirements of the Early Years Register. Despite this breach in the safeguarding and welfare requirements of the Early Years Foundation Stage, she understands how to rectify this and the weakness does not have a significant impact on the safety and well-being of the children in her care. The childminder has a secure knowledge and understanding of the signs and symptoms which might cause her concern about a child's welfare. All information is in place to enable her to seek appropriate support should she need to report any concerns. A written safeguarding policy is in place, which is shared with parents, so that they are clear of the

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provision

childminder's responsibilities in keeping children safe from harm. The childminder ensures that accidents and incidents children may have within the home, on outings or those that children arrive with, are fully recorded and shared with parents. This ensures that children are suitably safeguarded.

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provision

Systems for the observation and assessment of children sufficiently ensure that they make satisfactory progress. The childminder has a generally good understanding of the learning and development requirements, although there is room for improvement. The childminder reflects on her practice, and has begun to identify areas which she feels need to be improved on. These include developing the learning journals she has for children and putting questionnaires in place to gain further views from parents, in order to adapt and inform change. Developing the range of resources that depict positive images of the wider world is also identified, as well as, the range of natural resources she has on offer to support children's play. This shows that the childminder reflects on her practice and has a positive attitude to improvement. She has attended training to support her practice, such as the progress check at age two, safeguarding and food hygiene, and keeps up-to-date

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provision

with changes through other childminder's and the internet.

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provision

The childminder has developed positive working relationships with parents and shares regular information to ensure that their care needs are consistently met. She gains useful information on children's care and learning before they begin in her care, which she uses to help them settle and to tailor the environment to reflect their needs. A new parent was spoken with during the inspection, commented that the settling in process was very good. They commented that the childminder was attentive to the needs of their child and sought lots of information about their child's needs, helping their child to settle, and for them to feel safe in the knowledge that their child would be well cared for. The childminder works in partnership with the local pre-school that some of the children attend. This ensures that relevant information about children's learning and development is shared regularly, helping to ensure that learning is complemented across both settings.

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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 EY467959 Local authority Leicestershire Inspection number 940495 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 6

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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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