Judith Kathryn Wilkinson

Inspection date

Previous inspection date 12/05/2014 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

 Teaching is good. The childminder gathers relevant information to identify what children can already do and then plans appropriate activities to help them move forward. This includes sharing and gathering information for children who have special educational needs and/or disabilities, to narrow any gaps in learning. As a result, children make good progress towards the early learning goals.  The childminder works hard to establish positive and professional relationships with parents and carers, to meet children's ongoing needs and consistently support their learning and development.  The childminder effectively promotes children's safety through careful supervision, regular checks of the environment, and keeping up to date with safeguarding procedures.  Through continual reflection and evaluation of her practice the childminder identifies future training and relevant ways to expand her service, that will benefit the children

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It is not yet outstanding because

 There is scope to extend the range of activities and resources outdoors so that they support children to make rapid progress in all seven areas of learning.  There is scope to strengthen the partnership with other settings that children attend so that it makes a strong contribution to supporting children's learning and development.

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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 downstairs rooms.

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Inspection activities

 The inspector looked at a range of documentation including children's assessment records, planning and evidence of training.

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Inspection activities

 The inspector took account of the views of parents and carers spoken to on the day and from the childminder's parent and carer questionnaire.

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Information about the setting

The childminder was registered in 2013 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 15 and 17 years in a house in Woodville, Derbyshire. The whole of the ground floor and the rear garden are used for childminding. The family has a lizard as a pet. The childminder attends stay and play sessions, as well as visits to the park, library and toy library on a regular basis. She collects children from the local schools and pre- schools. There are currently seven children on roll, six 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 6pm, Monday to Friday, except bank holidays and family holidays. The childminder supports children with special educational needs and/or disabilities.

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

 extend the range of activities outdoors so that they support children to make rapid progress in their learning and development

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

 strengthen the partnership and information sharing with other settings that children attend so that it makes a strong contribution to supporting children's learning and development.

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who attend

The childminder has many years of experience of working with children in the early years age range and puts this to good use to support children's learning and development. Children make good progress towards the early learning goals and develop the skills they need for their future learning. When children first start at the setting, the childminder gathers useful information from parents and carers and also through her own observations of the children, to identify their staring points. The childminder also effectively uses information from the other settings that children previously attended. She then assesses where each child is at and plans appropriate support to help them to move forward in their learning. Careful consideration is given to children's interests and the childminder effectively incorporates these into the support for children's next steps. For example, to encourage younger children to develop skills around feeding themselves at meal times,

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who attend

the childminder reads a story to support them in feeling comfortable and settled at the table. This also supports children's early literacy skills and their communication and language because of the emphasis the childminder places on the story. She highlights the repetition and prompts children to say the missing word at the end of the sentence. She uses the pictures to prompt a discussion that links to something a child did outside of the setting. The regular and precise observations the childminder maintains on an ongoing basis help to evidence children's progress. This includes contributions from parents and carers, which the childminder displays on the 'proud cloud' within the setting. The childminder encourages parents and carers to look at their child's learning record at any time and they are very complimentary about the quality of the information.

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who attend

The childminder interacts well with children during play, to sustain their interest and engagement. She is effective at letting children lead the play and supporting their learning in appropriate areas. As a child plays with a toy house made of building blocks, the childminder demonstrates how to add some blocks to make a chimney. This effectively promotes children's physical development. The childminder supports the child to play and explore by encouraging them to work out how to open the door on the toy house to retrieve the person they have posted inside. The childminder also effectively teaches counting, for example, she prompts the child to open the door of the house by saying 'ready, one, two, three'. As a result, children are using number names and counting by rote during play. The childminder gives simple instructions to support children's understanding and to think and respond. She introduces and repeats new words, as well

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who attend

as encouraging children to put words together to make simple sentences. Children are beginning to recognise and repeat favourite songs as the childminder sings these regularly to support their learning. Children thoroughly enjoy themselves and engage for long periods of time due to the effective interaction.

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who attend

The childminder effectively supports children's understanding of the world and their inclusion within the setting. Children select their photograph and display this as they arrive to indicate who is at the setting; they enjoy looking at the photographs of the other children. The childminder is proactive in identifying and organising support for children who have special educational needs and/or disabilities. She makes a clear plan of how to support their next stages of learning so that she complements the support they receive elsewhere. She makes good use of external resources, for example, borrowing books from the library that have a particular focus to help her to move children forward in their learning.

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

The childminder effectively promotes children's emotional well-being. Through information gathering at the time that the child starts at the setting the childminder establishes their preferences, interests and routines. On an ongoing basis the childminder regularly gathers and shares detailed information with parents and carers to meet children's ongoing needs. The childminder spends time talking to parents and carers as they drop off and collect their child, to provide consistent support at all times. Children take home a teddy bear to join in with activities outside of the setting. Through this and encouraging parents and carers to share information about their holidays, the childminder helps children to transition smoothly between home and the setting. This is particularly effective in supporting children whose attendance is limited. The childminder takes children to a range of activities within the local community, including visits to the library, the toy library and

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

stay and play sessions. This helps children to feel comfortable to be in larger groups of children and to support them as they move on to other settings. The childminder also visits them at their other setting so that they have a familiar adult for reference during events.

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

The childminder has a lovely relationship with the children and they thoroughly enjoy their time with her. The childminder gives children lots of praise and encouragement during play and talks very warmly about the children that are not present. As a result, children develop friendly relationships with each other and look forward to when their friends are at the setting. To teach children an understanding of the routine and the expectations the childminder reminds them of what is happening next. The childminder devises 'golden rules' with the children to reinforce the expected behaviour. The childminder effectively promotes children's independence and confidence through the organisation of the space. She lays out a range of age-appropriate resources for when children arrive. This includes a basket of open-ended resources to stimulate children's imagination. The clever use of the shelving unit in the hallway gives children a display of a good range of resources for the

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

role-play shop, while doubling up as the breakfast trolley in the mornings, to encourage children's independence when selecting what they have to eat. The childminder effectively aids younger children with the selection through the addition of pictures. The childminder borrows additional resources from the library and the toy library to provide a good variety of toys. In the short time the childminder has been caring for children, she is developing the garden into an interesting and stimulating play space for children. This includes a selection of toys that support children's physical development, such as, skipping ropes and balls and opportunities to observe plants growing to develop children's understanding of the world. However, there is scope to develop the range of resources and activities used outdoors, to further support children's learning and development in all areas of learning.

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

The childminder consistently teaches children about their own safety, using appropriate explanations and methods according to their age. For example, she sensitively reminds younger children not to put a toy in their mouth, then distracts them and finally explains that it is not safe and removes the toy. The childminder tells children when the food is hot and that to be safe it needs to cool down. From a young age children recognise this and make blowing noises to signify they understand. The childminder teaches children about road safety when she is out and about, for example, they talk about the role of the lollipop person. The childminder has made road safety signs with the children to use in the garden. Through consistent support the childminder helps children to develop an understanding of good hygiene practice. She encourages children to 'rub the soap' on their hands to get them clean. Children brush their teeth after breakfast and the

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

childminder explains the importance of this. The childminder provides daily opportunities for children to play outdoors and enjoy fresh air and exercise and in very wet weather to participate in physical play at local soft play centres.

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provision

The childminder has only been caring for children for a very short time. She has made a successful start to her childminding business and as a result, is effectively implementing all of the safeguarding and welfare requirements of the Statutory framework for the Early Years Foundation Stage. The childminder undertakes a daily check of the premises before children arrive and constantly supervises children to promote their safety. The peephole in the front door enables the childminder to check who is collecting a child before permitting them entry. The childminder is confident in recognising signs of abuse and neglect and the procedure she will implement if she has any concerns. The childminder implements effective procedures to promote children's good health, for example, using a steam cleaner to clean the premises and providing children with their own bedding for sleeping.

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provision

The childminder has a level 3 childcare qualification and has very recently undertaken training in safeguarding to keep her up to date with current practice. As a result, she is confident in how she will implement the Early Years Foundation Stage to benefit the children she cares for. She is committed to continually updating her knowledge, developing a plan to renew training in areas, such as food safety as well as attending training in new areas, such as supporting children's communication and language. The childminder uses a suitable system to track children's progress, to evidence their achievements over time. Her weekly planning sheets establish the variety of activities that she provides, to ensure that children enjoy a broad range across the seven areas of learning. The childminder is constantly evaluating and reflecting on her practice. She is already identifying how she can improve and expand her already good practice and taking

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provision

time to research how best to do it, seeking advice from relevant professionals, such as the Early Years Improvement Officer.

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provision

The childminder takes time to establish a friendly and professional partnership with parents and carers so that she can meet children's needs effectively. She provides useful information when children first start at the setting, for example, the menus. The childminder displays a digital photo frame so that parents and carers can observe the different activities that children participate in. The childminder is proactive in gathering regular feedback from parents and carers on the views of her service. They are very positive in their feedback and praise the childminder as they confirm that their children settle easily, their needs are well met and that the care is 'second to none'. The childminder is proactive in gathering and sharing information with other agencies and professionals that are supporting children with special educational needs and/or disabilities. This ensures that children receive consistent support to help them to move

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provision

forward and to narrow the gap in their learning and development. The childminder is committed to supporting and including all children and meeting their individual needs. She has begun to forge positive relationships with other providers but there is scope to develop these in order to promote excellent continuity of care to support children's overall development and progress.

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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 EY459977 Local authority Derbyshire Inspection number 943513 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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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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