Wood, Claire Jocelyn

Inspection date

Previous inspection date 12/05/2014 Not Applicable

p.1

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

p.1

This provision is good

 The childminder has a good knowledge and understanding of her role and responsibilities with regard to safeguarding children. She has effectively implemented written policies, procedures and risk assessments and she shares these with parents.  The quality of teaching is consistently good and stems from accurate assessments of children's learning and progress. Activities are well planned and provide challenge to children. As a result, children make good progress given their starting points and capabilities.  The childminder has effective policies and procedures to support her practice and develops good relationships with parents. This helps her to keep very well informed and provide effective care, which is tailored to children's personal needs.  Children feel safe and secure in the care of the childminder and thrive as a result of her warm and affectionate approach. This enhances their emotional well-being.

p.1

It is not yet outstanding because

 There is scope to further enhance the outdoor space so that children can learn about growth and changes over time, for example, through helping to grow vegetables, fruit and plants.

p.1

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

p.2

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.

p.2

Information about this inspection

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

p.2

Inspection activities

 The inspector observed the children's play both indoors and outdoors, including adult-led and child-initiated activities.

p.2

Inspection activities

 The inspector looked at children's records, evidence of the suitability of adults living in the setting, safeguarding procedures and a variety of other documentation.  The inspector viewed a sample of the children's development records.

p.2

Inspection activities

 The inspector took account of the views of parents' written testimonials provided by the childminder.

p.2

Information about the setting

The childminder was registered in 2013. She lives with her mother in the Peak Dale area of Derbyshire. The childminder uses the whole of the ground floor and the bathroom on the first floor for childminding. There is an enclosed garden available for outside play activities, and the childminder attends local amenities and groups on a regular basis. The childminder is registered on the Early Years Register and the compulsory part of the Childcare Register. There are currently three children on roll, all of whom are in the early years age range and attend for a variety of sessions. The childminder operates all year round from 7.30am to 6pm, Monday to Friday. The childminder holds an appropriate early years qualification at level 3 and is a qualified teacher.

p.3

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

 enhance the already good outdoor provision to inspire children in their investigation and exploration of the natural environment, for example, by providing opportunities for them to grow and tend fruit and vegetables.

p.3

who attend

The childminder has a good knowledge of how children develop and learn. She provides a wide range of activities and experiences that give the children many opportunities for independent play and learning. Consequently, they are making good progress in all areas of their development and they are acquiring the skills necessary to be ready for school. The childminder is actively involved in children's play. She interacts well with them. She explains, questions and encourages them to explore, have a go and try new things. This effective teaching encourages children to be active learners. For example, during story time the childminder introduces the children to a selection of books and a variety of farm resources, to stimulate the children's interests and imagination. The childminder supports the children to choose which resources they want to play with, therefore promoting children's confidence in exploring and making choices. The childminder consistently asks

p.3

who attend

open questions, to help the children to think and make connections in their learning. She extends the activity by supporting the children to count and identify the names of different animals. Throughout the activity the childminder praises children's achievements. She uses noticeable body language, such as smiles, shrugs and giggles, to demonstrate her pleasure and encourage the children to explore even further. This type of interaction demonstrates the good quality of teaching provided by the childminder, which is effective and ensures that children's individual interests and preferences are catered for.

p.3

who attend

Effective teaching, through everyday play activities, means that children are making good progress in their communication and language skills. They constantly chatter and engage in conversation with the childminder, and she listens carefully to them, repeating words back to them to aid their pronunciation. Children have an individual planning record that details their starting points, ongoing progress and next steps. This means that the childminder plans activities that enhance children's learning. Effective planning is carried out and is linked to the characteristics of effective learning through a tracker system, based upon the seven areas of learning. School readiness is supported by a consistent emphasis on learning about letters, numbers, colours and shapes. The formation of phonic sounds is promoted throughout the play activities, which are based upon the alphabet and name recognition. Counting happens regularly and helps to consolidate children's early

p.3

who attend

mathematical development and understanding.

p.4

who attend

Partnerships with parents are well promoted because the childminder actively encourages them to be involved in their child's learning. A wide range of information is gathered from parents at the children's settling-in visits, which enables them to settle quickly. Children's ongoing progress and development is effectively shared with parents on a daily basis using a daily journal for each child. Parents are supported in extending children's learning at home. For example, the childminder gives parents information about what their child can do in relation to the early years outcomes and asks them to decide if their child is achieving the expected outcome for their age group. She also gives suggestions as to what parents can focus on at home to support their child's learning further. The childminder is fully aware of the need to complete the progress check at age two and to provide parents with a written summary of their progress against the prime areas of

p.4

who attend

learning. Parents are very complimentary about the childminder and the positive effect she has had on their child's good progress.

p.4

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

The childminder provides a warm and welcoming environment where children feel emotionally secure. All children form strong bonds with the childminder and are happy and content in her care. She responds well to children's emotional needs and recognises when they need reassurance and comfort. Information is gathered from parents about their child's needs before they start, for example, what their child is interested in and their sleeping and eating routines. Settling-in arrangements are tailored to meet the requirements of each individual child and their family. The childminder is a good role model who provides clear and consistent guidance for children's behaviour. She teaches children about acceptable behaviour and supports them in learning how to share, take turns and respect each other's feelings. As a result, children's behaviour is very good. The childminder gives the children lots of effective praise and encouragement. This builds their

p.4

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

self-esteem and prepares them well for their future move on to nursery or school. Children learn how to keep themselves safe through the guidance that the childminder gives to them. For example, the childminder reminds the children they are not allowed to stand on a chair and explains that if they do they may fall and hurt themselves. If necessary, this is repeated again and children listen and respond. Activities are planned that help children learn about safety and potential dangers. Fire drills are carried out on a regular basis so that the children know what to do in an emergency situation. Children are developing a good understanding of the importance of living a healthy lifestyle. At meal times, the childminder asks the children what they would like to eat, giving them a choice of several options. Children are encouraged to feed themselves and during this time the childminder takes the opportunity to chat to the children about the

p.4

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

food they are eating. The childminder is enthusiastic about caring for children's emotional needs and ensures that nappy changing fully supports their well-being. During nappy changing times, the childminder explains to a child that their nappy needs changing; the area is prepared for the child to see, and nappy changing is a warm and responsive time. The childminder maintains eye contact and sings songs with the child and, consequently, children's emotional well-being is very well supported.

p.5

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

Children use the outdoor environment throughout the year to enjoy sand and water play, and to be very active on ride-on toys. This means children learn that outdoor play is not just an activity for fair weather and, as a result, they benefit from lots of fresh air. Children delight in being outside and relish in the added dimension the freedom and space give to their play. However, there is scope to further enhance the good outdoor space so that children can learn about growth and changes over time, for example, through helping to grow vegetables, fruit and plants.

p.5

provision

The childminder has a good understanding of her role and responsibilities in meeting the safeguarding and welfare requirements of Early Years Foundation Stage. Her knowledge of child protection issues is secure because she has attended safeguarding training. She is fully aware of the potential signs of abuse and neglect, and she understands the procedures for reporting concerns. She ensures that all adults living on the premises complete relevant suitability checks to help ensure that they are suitable to have contact with children. In addition, she has effective procedures and risk assessments in place to help ensure she keeps children safe on outings or at home.

p.5

provision

The childminder demonstrates a secure understanding of the areas of learning and makes sure that the educational programmes she provides reflect children's needs and interests. There is a broad programme of activities offered, including craft activities and baking, which the children enjoy and which support them in making good progress. Clear assessments are completed, which means that the childminder knows where each child is in their development and where they need further support. She has a clear understanding and overview of the progress children make over time and talks with confidence about their individual learning pathways. The childminder demonstrates an enthusiastic approach towards providing good quality care and education for all the children. The childminder is committed to continuous professional development and has attended several sessions of training so that she can further improve her already good knowledge of children's learning

p.5

provision

and development. The childminder has completed comprehensive self-evaluation and is consistently looking at ways to improve. This shows a committed, dedicated perspective that ensures high standards are sustained. The childminder's robust reflective practice supports the creation of a comprehensive action plan that clearly identifies what will develop her setting further. The childminder has good relationships with parents. She regularly shares with them their child's achievements and progress. For example, they have daily access to their children's learning journals, and the childminder encourages parents to be part of the service she provides by sending out questionnaires to all parents on a regular basis. They let her know verbally and through written testimonials how happy and pleased they are with their children's progress since being with her. The childminder demonstrates a good understanding of the importance of working with other professionals in order to ensure

p.5

provision

that children receive appropriate support tailored to their individual needs.

p.6

The Childcare Register

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

p.6

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

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number EY467405 Local authority Derbyshire Inspection number 940150 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 3

p.8

Name of provider

Date of previous inspection not applicable

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10