Childminder in Derbyshire

Inspection date

Previous inspection date 15/05/2014 01/07/2011

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early years provision

This inspection: 2 Previous inspection: 2 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 completes concise, detailed assessments of children's progress to plan activities that meet their individual learning needs. Consequently, children make good progress in all areas of learning given their starting points and capabilities.  Children thrive and blossom in this very good childminder's home. They settle well and build strong attachments with the childminder, ensuring that their emotional needs are nurtured.  The childminder fulfils her responsibilities in meeting the safeguarding requirements. Potential risks to children are minimised through effective safeguarding and risk assessment procedures.  Partnerships with parents are well established, enabling the childminder and parents to work together to support the care and learning needs of each child throughout their time with the childminder.

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It is not yet outstanding because

 There is scope to further enhance children's understanding of the importance of good hygiene practice.

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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 held discussions with the childminder and spoke to children throughout the inspection.  The inspector observed activities indoors, outside and at mealtimes.  The inspector held a joint observation with the childminder.

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Inspection activities

 The inspector sampled relevant documentation, including policies, procedures, the childminder's qualifications and her suitability, as well as her self-evaluation documents.

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Information about the setting

The childminder registered in 2010 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She works from the home of another childminder in Ilkeston, Derbyshire. The whole of the ground floor and three rooms and the bathroom on the first floor are used for childminding. There is an enclosed garden for outside play. The co-minder's family has a pet dog. The childminder operates Monday to Friday 7.30am and 6pm, all year round, except for Christmas, Bank Holidays and family holidays. There are currently 14 children on roll, of whom 12 are in the early years age range. The childminder has funding for two-, three- and four-year-olds and supports children with special educational needs and/or disabilities. The childminder drives or walks to the local schools and pre-school playgroups to take and collect children. She attends the local toddler groups and takes children to the local library and parks. The childminder

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Information about the setting

is a member of the Professional Association for Childcare and Early Years and receives support from the local authority.

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

 encourage children to understand the importance of good hygiene procedures by, for example, why they wash their hands before snack.

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who attend

Children are happy and motivated to learn in this very welcoming and child-friendly home. The childminder is enthusiastic and committed to her role, and clearly enjoys working with the children and their families. She makes continuous and accurate assessments of children's learning and development. She uses the information gained from their observations to effectively extend children's learning based on their individual needs and interests. Planning is detailed, regularly monitored and evaluated to ensure learning intentions for each child are focused and challenging. The assessment and tracking processes of the children are robust enough to enable the childminder to successfully complete the progress check at age two and identify any gaps in children's learning. This enables her to be able to identify when early intervention is needed so that children receive the appropriate support to meet their learning needs. Children with special

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who attend

educational needs and/or disabilities are successfully supported so they make very good progress in relation to their starting points. For example, the childminder tailors activities to their own individual routine and creates games to help their communication. She also adapts her interaction to support their individual needs and enable them to join in activities. This means that all children make good progress. As a result, Children develop good skills for the future. They are happy, settled and keen to learn in an environment which supports their learning and development needs very effectively. Consequently, they are acquiring the necessary skills and attitudes they require for their next stage in their learning.

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who attend

The childminder is very knowledgeable about how children play and learn, and teaching is very effective in challenging children to move forward in their learning. She uses effective methods to support children's learning. For example, she uses repetition and open-ended questions and plans small group activities to ensure children build on what they know and can do. Discussions, songs and rhymes further develop children's language and communication skills. Interactions with the children are good and she follows children's lead, listening carefully to their ideas and initiating children's play preferences, such as playing with cars and planks. Here, she shows children how to use remote control cars by balancing them carefully on a plank of wood. Children thoroughly enjoy this activity, which encourages them to think, solve problems and use their early information and communication technology skills well. All children develop a love of books. They enjoy

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who attend

listening to stories and playing musical instruments while they sing songs and rhymes. The home and outdoor play space are very well resourced and provide enabling environments in which children can flourish. The environment is rich in print and number, and children's skills and abilities in all areas of learning can been seen in the delightful range of work displayed around the home. This shows children's very good skills in making marks and writing, and how they use their imagination very effectively in expressive art and design. For example, children make number butterflies and traffic lights.

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who attend

The childminder provides a wide range of resources for children to count, compare and sort into colour and size, which supports their early mathematical skills effectively. There is a strong focus on providing children with a wide range of sensory experiences, such as treasure baskets, water, gloop and sand play. Children's physical development is supported well and they like the opportunity to play outside. They enjoy digging, riding on bikes and playing with equipment, such as balls, in the garden. The childminder takes children to the park, where they use a wider range of equipment, such as the climbing frame and slide, to further help them develop skills in balance and coordination. Visits to various shops and the cafe develop knowledge of their local community and help them to make sense of their world. In addition, the childminder takes children for walks in the woods to find out about the natural world. Activities are varied and fun, and as a result,

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who attend

children thoroughly enjoy their time at the childminder's home. Parents are actively encouraged to be involved in their children's learning from the start. They provide relevant information about their children's preferences and capabilities, which enables the childminder to plan activities that are of interest to children. Consequently, children settle quickly into her care. Parents share their children's achievements at home with the childminder, meaning there is good two-way communication between both parties. The childminder completes the progress check at age two and this is shared with parents.

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

Children are happy and relaxed and strong relationships have developed between the childminder, children and their parents. Children's confidence and self-esteem are continually nurtured through the praise and encouragement they receive. The childminder uses effective methods to encourage children to share and take turns with toys, which helps them to learn right from wrong and also supports their emotional well-being. For example, simple rules, such as 'kind hands' and 'don't run', help to reinforce appropriate behaviour. The childminer knows the children extremely well and has a secure knowledge of their needs, interests and mannerisms. Detailed information about their child's individual routines, likes and dislikes is recorded on their 'all about me' forms during their initial visits to the home. A gradual settling-in process eases children and supports them very well in the move from home to the setting. Children develop a secure sense of

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

belonging through the strong bonds and attachments they form with the childminder. As a result, children feel safe and secure and their emotional well-being is well catered for. This is further supported when children move on to their next stage of learning. The childminder reads stories about going to school and takes children to visit their new pre- school or school. As a result, children are emotionally well supported in their move.

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

Children enjoy a variety of freshly prepared foods each day which take account of their individual dietary needs and preferences. Fresh fruit and vegetables each day help to maintain children's good health. For example, for lunch children enjoy home-made cottage pie, broccoli and carrots, followed by yoghurt. Mealtimes are very social occasions where staff and children chat about their day and the activities they have enjoyed. Children are encouraged to help themselves to drinks throughout the day. All children are able to make choices with regard to their food, and the childminder supports them in developing their skills when using appropriate utensils. Children take part in a range of physical activities both indoors and outdoors. This supports their understanding of the importance of regular exercise and a healthy lifestyle. Children follow sensible hygiene routines, most of the time. However, there is scope to further develop children's understanding of good hygiene

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

and why they wash their hands, especially when children have snack outside. For example, children wash their hands before snack, but because the snack is not prepared and there is no a place for the children to sit they go and play. As a result, when the snack is ready children's hands need washing again, however, this is not done. Consequently, children do not fully understand why they need to wash their hands.

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

Children are accommodated in a very clean, comfortable environment that is secure and well maintained. The learning environment is vibrant and inviting as children's artwork is displayed throughout the home. The well-organised rooms enable children to choose from a wide variety of toys and resources, which are stored at low level in labelled boxes or on shelves so they can make choices with regard to their play. This continually extends their learning. The childminder is very safety conscious and takes positive steps to identify hazards and minimise risks to ensure the home is secure and safe, both inside and out. She and her co-minder closely supervise children at all times. Children develop an appropriate understanding of safety through daily routines. For example, they know the home rules and are encouraged to tidy after themselves. They participate in regular fire drills and the childminder uses these occasions to discuss why certain routines are

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

followed in order to fully support children's understanding of how to keep safe.

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provision

The childminder has a secure knowledge of safeguarding procedures and, in the main, understands her role in regard to meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. There is a strong focus on children's safety and security. The childminder has a good understanding of safe and effective working practices. She demonstrates a secure knowledge of when she would need to report any significant events to Ofsted and keeps appropriate records. She has effective systems in place to enable her to take prompt action if she has any concerns about a child in her care. Clear and effective risk assessments are undertaken regularly to enhance children's safety. There are robust systems in place to record accidents and existing injuries to share with parents. The childminder is effective in maintaining her regulatory paperwork, such as her attendance record. She holds a current paediatric first certificate, meaning she can

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provision

The childminder is focused on monitoring children's progress and development and the educational programmes throughly. She has a very strong understanding of the learning and development requirements of the Early Years Foundation Stage. She tracks children's achievements rigorously and analyses them to see if there are any gaps in their learning. This means early intervention can take place to target specific issues or problems to help individual children's learning progress towards the early learning goals. Children benefit greatly from the childminder's commitment to her own professional development because she continually updates and improves her provision. The childminder uses highly reflective practice when reviewing all aspects of her service. She has a good improvement programme. For example, she has begun to improve the outside area to include all seven areas of learning, to help children's all-round development. The childminder has included

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provision

the views of parents and older children in her self-evaluation.

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provision

The childminder has positive relationships with parents, other providers and professionals. She regularly shares information about children's routines and the activities they complete. She welcomes daily discussions to maintain effective communication. The childminder has good systems in place to share information with other early years settings the children may attend, such as meeting up with their key person to share learning priorities. Consequently, there is continuity in children's care, learning and development.

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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 EY413316 Local authority Derbyshire Inspection number 851387 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 14

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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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