Childminder in Leicestershire

Inspection date

Previous inspection date 07/05/2014 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

 Children are settled and show a strong sense of belonging in the childminder's home. This is because they have formed trusting relationships with the childminder. They confidently and enthusiastically explore their environment and participate in activities with enjoyment.  Children are safeguarded because the childminder is fully aware of her responsibilities to protect them from harm. She successfully identifies and minimises potential risks to children within her home and on outings.  Children and their families are valued and included. Strong partnerships with parents ensure children's well-being is successfully maintained and their learning is fully supported.

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It is not yet outstanding because

 At times, the childminder does not support children to use and develop their own ideas. As a result, opportunities to extend their thoughts and ideas to promote children's greater independence are not always fully supported.  There is scope to further improve the effectiveness of planning by ensuring it is always linked to children's next steps.

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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 had a tour of the house, looked at documentation and spoke to the childminder.  The inspector observed children and looked at their learning journey records.  The inspector held a meeting with the childminder.

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Inspection activities

 The inspector checked evidence of the childminders suitability, qualifications, self- evaluation form and improvement plan.

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Information about the setting

The childminder registered in 2013. She lives with her husband and their eight and five year old children, in a detached house in a small village near to Oadby, Leicestershire. Care is provided on the ground floor within the playroom and the snug, with adjacent toilet facilities and access to the garden. There are additional bathroom and sleep facilities on the first floor. There is an enclosed garden for outdoor play. The family has gerbils as pets.

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Information about the setting

The home is close to all local facilities including a toddler group, school and shops. The childminder has a car for access to nearby pre-schools and outings. The childminder is registered on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register. The childminder provides care on a full and part time basis each weekday and offers a before and after school service. She operates from 7.30am to 6pm and other times by agreements with parents. The childminder is a member of the Professional Association for Childcare and Early Years and holds a childcare qualification at level 3.

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

 enhance children's growing independence and decision making skills by, for example thinking about solutions to problems and taking the lead in activities to allow children's thoughts and ideas to develop, in particular within the garden

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

 enhance the planning process through careful analysis of children's next steps so that it is clearly targeted to help children achieve the highest levels of achievement.

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who attend

The childminder takes time to get to know new children and offers flexible settling-in sessions until parents and children are confident with her. She asks parents for information about what children like, what they can already do and their interests. The childminder uses this information to establish each child's starting points and plans activities based on their interests. Meaningful and detailed observations are recorded by the childminder, which help to inform children's next steps in learning and development. However, this information is not consistently reviewed when making decisions about planning and, although activities are interesting, they are not always sharply targeted to help all children achieve their next steps in learning. Despite this, children enjoy learning new experiences and make good progress in their development. The childminder completes regular assessments to share with parents about their child's progress, which

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who attend

helps them to support their child's learning at home. As a result, children are making good progress and gaining the necessary skills to support their future learning.

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who attend

The childminder provides experiences that cover all seven areas of learning and development and there is a balance of child-initiated and adult-led activities. Teaching is good. The childminder is knowledgeable about the different styles of children's learning and uses this when planning the curriculum. Children develop well in their personal, social and emotional development. They play alongside each other and take turns in games. They share their toys and sit quietly together to listen to the childminder reading a story. The childminder supports children's communication and language. For example, she uses open-ended questions and pauses to give children time to think and answer when asking them about a recent trip to the beach. As a result, children engage in lovely conversation and are confident communicators. They tell the childminder what they like playing with and are able to communicate what toys they want to play with. For example, they ask for

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who attend

a specific game from the shed, which they get with the childminder. However, when the childminder sets the game up on the grass it is too unstable to use, therefore, she moves it to the patio. Once on the patio, the game blows over in the wind, resulting in the childminder packing the game away. At no time does she use this experience to support children's critical thinking by identifying the problem or thinking of alternative ways to play the game. As a result, children's thoughts and ideas are not always fully supported.

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who attend

Children enjoy playing in the garden with the childminder. They ask her to play 'hide and seek' and she counts aloud while the children hide, introducing mathematical language. The childminder shows the children how to transport balls to the top of the climbing frame by using a pulley system she has made and they develop their physical skills by rolling balls down the slide for the childminder to catch. Children love this game and are active learners. Children's early reading and writing skills are promoted well. They enjoy listening to stories read by the childminder and they competently make marks for meaning when they ask to do some writing. Children enjoy lots of outings and experiences, such as, visits to the library bus and toddler groups, which gives them opportunities to develop their social skills. Walks to the school mean children's transition to school is good. They are familiar with the routines and the environment.

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

Children form good attachments to the childminder. This strong bond means that children are confident to separate from their parents and enjoy their time in the childminder's care. The childminder gathers good information from parents, which ensures their child's needs are met and helps them to make the move from home to the childminder's home. She verbally shares information about children's care routines so that parents know about their child's day. The childminder makes good use of new routines, such as potty training. She chats to children throughout the process, which she manages in a sensitive way and uses positive praise and stickers to reward children. As a result, children quickly learn how to manage their own needs.

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

Behaviour management is good. The childminder uses effective, age-appropriate strategies so that children learn about sharing and taking turns and they play happily together. Children have daily exercise in the garden, walking older children to school and local parks. They take appropriate risks on the play equipment and navigate the steps in the garden. The childminder ensures children are safe in the garden, which is secure and assesses any hazards and risks. Children are developing good independence skills. They choose their own toys to direct their play and try to put their shoes on the correct feet. The childminder helps children to understand about the importance of washing their hands and teaches them about germs and how to care for their own levels of hygiene. Children's good health is further promoted as they use separate coloured towels for drying hands. Children make signs for the bathroom to remind them about general health and hygiene

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

and these are used as a talking point by the childminder and children. As a result, children are healthy.

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

Snacks provided are healthy and offer children the chance to make an informed choice each day. The childminder provides all meals and offers a well-balanced menu. Children all sit together at dinner time at the table and display excellent manners while using their cutlery confidently. Children are prepared well for the move to school or to other settings. The childminder helps children to settle at nursery by sharing information with parent's permission. This ensures children have continuity of teaching and continue to enjoy learning.

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provision

The childminder has a good understanding of her roles and responsibilities. She keeps her knowledge up-to-date through relevant publications and professional discussions with other providers. This is evident in her organisation and documentation. Policies and procedures are thorough and cover all requirements. Her knowledge of how to keep children safe from harm and abuse is very good and she is aware of the signs and symptoms to look out for. Risk assessments are detailed and show the childminder has considered what potential risks are for children. As a result, children are kept safe from harm.

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provision

Partnerships with parents are excellent. The childminder uses regular newsletters and verbal communication to share information about the enjoyable activities that children take part in and involve them in their children's learning. For example, children learn about foods from around the world by sharing photographs and recipes from family members that do not live in England. They create replica models of the food which are displayed in the play room. Parents write letters of appreciation and praise the childminder on her strong relationships with the children. They feel the childminder shares information and helps their children settle. The childminder displays children's works and photographs, which shows how much the children enjoy their time with her. These photographs are linked to areas of learning and development and are shared with parents. The childminder uses tracking documents to record children's learning and to monitor children's progress

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provision

across all seven areas of learning and development.

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provision

Self-evaluation is good. The childminder reflects on the planning weekly and considers what she can do to improve her teaching and practice. She includes the views of parents and asks the children what they enjoy doing. The childminder has a clear plan of her improvement, which includes different resources for the garden and more targeted planning for all children. The childminder values training and implements any new ideas. This has a positive impact on children's learning. She does not work with any other professionals as she has not needed to, however, she is knowledgeable about the support available and who to contact to ensure children's individual learning needs are met. She has a good relationship with the local primary schools and uses this to help children move smoothly to school.

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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 EY455558 Local authority Leicestershire Inspection number 940536 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 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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