Childminder in Leicestershire

Inspection date

Previous inspection date 15/05/2014 07/02/2012

p.1

early years provision

This inspection: 2 Previous inspection: 3 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 quality of teaching is good. The childminder has a good understanding of the abilities and needs of children in her care. This ensures children are progressing well in all areas of their learning.  The childminder has secure knowledge of safeguarding procedures. She effectively supports children's understanding of how to keep themselves safe and healthy.  Self-evaluation is good and identifies the childminder's strengths and areas for improvement. This results in her making continual improvements so that children make good progress in their learning.  The childminder has established good relationships with parents and children benefit from consistency of care. Consequently, children form warm and secure attachments with her.

p.1

It is not yet outstanding because

 There is scope to strengthen the links with parents so even more information about what children are doing and achieving at home is shared and taken into account when planning activities, to extend children's already good learning, even further.

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 voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

p.2

Inspection activities

 The inspector toured the premises and observed children's activities.  The inspector looked at children's diaries, assessment and planning.

p.2

Inspection activities

 The inspector checked evidence of suitability and qualifications, policies and procedures and discussed the childminder's improvement plans.  The inspector took account of the views of parents.

p.2

Inspection activities

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

p.2

Information about the setting

The childminder was registered in 2011 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and child aged eight years. The ground floor of the house is used for childminding and there is an enclosed garden. The childminder attends a toddler group and activities at the local children's centre and library. She visits the local shops and park on a regular basis. She collects children from the local school and pre-school. There are currently seven children on roll, one is in the early years age group and attends for a variety of sessions. The childminding provision operates all year round from 6.30am to 6.30pm, Monday to Friday, except bank holidays and family holidays.

p.3

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

 strengthen opportunities for parents to contribute more information about what children do at home and use this shared knowledge to plan varied and imaginative experiences to help move children even further forward in their learning.

p.3

who attend

The childminder demonstrates a good understanding of the learning and development requirements of the Early Years Foundation Stage. She has a sound knowledge of all areas of learning and levels of development children go through. The childminder exhibits all the qualities of good teaching, her interactions with children are very good, warm, caring, considerate and timely. When children first start in the childminders care she asks parents to complete an 'all about me' booklet, which captures children's likes, dislikes and what children can do at home. This information and her own initial observations of children, help her form accurate starting points from which to plan appropriate activities to support children's next steps of learning. Observations are recorded in children's daily dairies and are used to monitor children's progress across all areas of learning. This assessment method is effective in identifying any gaps in children's learning enabling the childminder

p.3

who attend

to put additional support strategies in place. Children's language and communication is well supported. The childminder engages children in conversation by using open-ended questioning and a wide range of expressive vocabulary. She talks to them about what they are doing, modelling words appropriate to the activity. For example, she plays alongside children in the sand tray and commentates on what she is doing, filling, tapping and firming sand in the mould. The childminder supports children's memory by recalling making sand castles when on holiday with mummy and daddy. She introduces new words, such as, 'crab' and 'bridge' and shares in their delight when the sand castle is revealed. As a result, children's listening, attention, speaking skills are supported and they are developing their understanding of the world.

p.3

who attend

Children's early writing abilities and letter sound recognitions are encouraged as they are supported to write their name and other words, such as 'daddy' on the chalk board. Children hold the chalk appropriately for their age and enthusiastically use the chalk board rubber to rub out their marks. They eagerly ask the childminder what letters they need to write, in order to spell other familiar names. This demonstrates children are developing good physical skills and enjoy exploring the meaning and sounds of words and letters. The childminder encourages children to think and find ways to solve problems for themselves. For instance, children fill the bubble machine with liquid and when it stops working they demonstrate strong determination and perseverance skills in getting it to start again. Children are clearly proud of their efforts and receive lots of praise from the childminder. Children learn mathematical concepts, such as numbers, shape, space and measures as

p.4

who attend

they are encouraged to blow 'big' bubbles and count them. The childminder further promotes children's understanding of size as they respond to her requests. They take out the bubble wand from the bottle, as her fingers are too big and children's fingers are smaller. In addition, she and children laugh when bubbles pop in their face. This shows children have warm and trusting relationships with the childminder and are secure in their personal, social and emotional development. Children have easy access to books and enjoy looking at these alone or with the childminder while sitting in the cosy book corner. This helps children develop a love of books and as a result, children progress well in their literacy development.

p.4

who attend

Children enjoy engaging in role play. For example, children pretend to make dinner and ask the childminder what she would like to eat. The childminder replies, 'a curry please' this extends children's imaginative development and vocabulary as they talk about hot, spicy and sour foods. She extends the activity further by asking open-ended questions, such as 'what do we need to put in the curry now?' and, 'how long do we need to put it in the oven for?' This good role modelling of initiating and sustaining children in the art of conversation helps to build their self-confidence and improve their learning in social development. The childminder works closely with parents from the outset and keeps them well informed about their child's progress by talking to them daily and sharing children's development diaries. However, there is scope to strengthen this by encouraging parents to share information about what children are doing and achieving at home so children's good

p.4

who attend

learning can be extended even further. The childminder has systems in place to complete the progress check at age two. The childminder regularly takes children to local schools and has established good links with staff. Through clear guidance and support from the childminder, children are acquiring the skills, attitudes and dispositions they require which prepares them well for when the time comes to move on to other settings.

p.4

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

Children are happy in the childminder's home and enjoy warm, positive and trusting relationships with her. The childminder supports their emotional well-being through good settling-in processes. She obtains information about children's interests, level of development and likes and dislikes before they start, by asking parents to complete 'all about me' booklets. This helps children to settle quickly and feel secure. The childminder allows children freedom of choice, providing a good balance of play resources and opportunities. As a result, children feel relaxed and safe to explore and learn confidently. In addition, children's voices are listened too as the childminder seeks children's ideas for activities they would like to do, such as, hair braiding, bingo and playing hide and seek and includes these ideas in her planning. This inclusive approach means that children feel valued and important. Children snuggle close to the childminder when reading stories and

p.4

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

they frequently laugh together at amusing moments, demonstrating they feel safe and secure. The childminder is a very good role model and warmly praises children, this raises their confidence and self-esteem. She is patient and consistent and effectively encourages children to talk about how they are feeling. Furthermore, children have the opportunity to communicate non-verbally with the childminder by writing down any concerns they may have and placing it in the 'jar of worries'. The childminder responds by providing appropriate care as required, which supports children's personal, social and emotional development well. As a result, children are well behaved, have very good social skills and have a strong sense of belonging.

p.5

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

The learning environment, both indoors and outdoors is welcoming and well resourced. The playroom has a wide range of resources to enhance all areas of learning, which are easily accessible to children. Pictures of sad and happy faces with corresponding vocabulary underneath supports and enhances children's emotional well-being as well as literacy development. Children can move freely from indoors to outdoors and have daily opportunities to experience the benefits of physical exercise. Larger play equipment gives them good opportunities to take safe risks and experience physical challenge. The childminder regularly reminds children about keeping themselves safe. For example, she explains to children to be careful when walking on the wet decking as they could slip and hurt themselves. This, along with encouraging children to work together to form their own safety rules when using larger play equipment helps children understand, boundaries are

p.5

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

put in place to keep themselves and others safe.

p.5

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

Children are encouraged to become independent and confidently manage their own personal needs. The childminder is close by to offer support if needed and gently reminds them about the importance of washing their hands. Children have separate hand towels, which helps to prevent the spread of infection. Children are encouraged to take off and put on their own shoes and are supported in their dressing skills. For example, they are helped to take off clothes when they get wet from playing in the water and put dry clothes back on. Children have healthy meals and snacks and are encouraged to try new foods. The childminder makes snack times fun and educational, for example, they discuss cutting apple into quarters and skins can be left on, or peeled off. The childminder seeks information about children's dietary requirements and any allergies they may have when they start in her care. The childminder talks to children about healthy and low fat foods,

p.5

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

which develops children's understanding that eating a good diet helps them to keep fit and healthy. The childminder places jugs of fresh drinking water on the table and lets children pour water into their own, smaller drinking beakers. This helps children keep suitably hydrated as well further supporting their independence skills. Children have regular opportunities outside the childminder's home to further develop their self-confidence and independence skills. For example, the childminder regularly takes children to the local school where good partnership with staff have been established. This, as well as good parent partnerships, benefits children through consistency of care, which prepares them well for move to the next stage in their learning.

p.5

provision

The childminder has a good understanding of her responsibilities in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. She is aware of the procedures to follow if she has concerns about a child's welfare and if an allegation is made against herself. Appropriate documentation is in place to record any concerns she has. The childminder updates her safeguarding training regularly and has a detailed written safeguarding policy. She shares this, along with all other policies and procedures with parents when children start in her care. The childminder completes regular risk assessments of her home and outings, she and the children go on. In addition, she and the children have produced a clear procedure of how to keep themselves and each other safe when playing on larger, outdoor play equipment. As a result, children's welfare and safety is promoted well. All adults on the premises are suitably vetted and children are

p.6

provision

only released into the care of known individuals. The childminder records details of existing injuries children may have and keeps accurate accidents records which parents, see and sign on the day. The childminder displays information for parents, this includes local safeguarding information, first aid and childhood illnesses. Consequently, children are kept safe and well protected.

p.6

provision

The childminder reflects well on her practice. Good self-evaluation procedures enable her to identify areas to continually improve children's learning and well-being, for example, developing a school photo book to support children's move to school. Furthermore she wishes to improve the two-way flow of children's developmental progress, with parents, in order to extend children's learning even further. She makes good use of the support and advice given by local authority staff and further information gained at the local childminding network, helps her to improve her practice, which has a positive impact on children's learning. The childminder has a positive attitude towards further professional development. For example, through attending behaviour training she has implemented a culture where children are encouraged to talk about their feelings and emotions. As a result, children behave well and show care and consideration to others. In addition, the

p.6

provision

childminder is currently training for a childcare qualification at level 3. The childminder has thorough knowledge of the learning and development requirements of the Early Years Foundation Stage. She ensures all areas of learning are covered and that the educational programme provides appropriate challenge for children. Through observation and gaining care and developmental information from parents she identifies children's starting points and interests. Effective monitoring of children's achievements enables her to plan appropriate next steps to support their learning and development. Summative assessments, focusing on children's skills and abilities are carried out every six months demonstrating children's progress is being monitored.

p.6

provision

The childminder has good relationships with parents and keeps them informed about her practice through daily verbal exchanges of information. Responses to parent questionnaires contain very positive comments about the childminder and the care she provides. Good links with local pre-schools and schools have been made. This ensures relevant information is exchanged when needed, which further enhances consistency of care and learning and helps the childminder prepare the children well for their next stages of learning.

p.6

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

p.7

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.8

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.8

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.9

Setting details

Unique reference number EY423931 Local authority Leicestershire Inspection number 875768 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

p.9

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.9

Type of provision

For the purposes of this inspection the following definitions apply:

p.9

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.9

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.9

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.10

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.10

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.11

Type of provision

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

p.11