Childminder in Nottinghamshire

Inspection date

Previous inspection date 15/05/2014 16/06/2009

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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

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This provision is good

 The childminder successfully identifies and minimises risks within her home and is aware of her responsibilities to protect children from abuse and neglect.  Positive partnerships are in place between parents and the childminder. Children relate well to the caring childminder. Consequently, they settle and form secure emotional attachments, which enables them to feel confident in their surroundings.  An effective evaluation process shows the childminder is clearly aware of the strengths of her practice and any areas to be developed.  The quality of teaching is good because the childminder provides a range of interesting experiences that engage and motivate the children. As a result, children are making good progress in their learning and development.

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It is not yet outstanding because

 On occasions the childminder gives children too much direction during craft activities and sometimes the finished product becomes more important than the process of creating it. This prevents the children from maximising their rapidly developing creativity.  There is scope to enhance children's already good literacy skills by further displaying words and labels in the outdoor environment.

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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 children during activities indoors and outdoors.

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Inspection activities

 The inspector looked at children's assessment records and a range of other documentation.

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Inspection activities

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

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Inspection activities

 The inspector took into account the views of parents and carers spoken to on the day and from information included in the setting's own parent survey.

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Information about the setting

The childminder was registered in 2000 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two adult children in the Radcliffe-on-Trent area of Nottingham. The whole ground floor of the house and the rear garden are used for childminding. The childminder visits the shops, park and library on a regular basis. She collects children from the local school and pre- school. There are currently 16 children on roll, seven of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7.30am to 6pm, Monday to Thursday, except Bank Holidays and family holidays.

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

 allow children more freedom and choice to express their own creativity as they explore and use media and materials

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

 extend the outdoor learning environment for the children in order to further develop their literacy skills, for example, by providing environmental print, promoting recognition of and the understanding of words.

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who attend

The childminder has a good understanding of how children learn and the quality of teaching is good. Ongoing observations are completed and the childminder uses information gained from them to make an accurate assessment of children's achievements. As a result, she is able to demonstrates a good knowledge of individual children's current age and stage of development. She knows what their interests are, what they can do and what the next steps in their learning are. This ensures children's learning is matched to their individual needs. The childminder is clear about children's starting points because she makes a baseline assessment of the child. As a result, children are making good progress in their learning and development. Children receive a good mix of child-initiated and adult-directed learning. The childminder interacts effectively in children's play, supporting and extending their learning. Consequently, children are

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who attend

motivated to learn and demonstrate good levels of involvement. However, on occasions some adult-led activities can become over directed by the childminder. When children are painting beanstalks, the childminder sets up the paints, choosing the colours, and encourages the children to paint their pictures in a certain way. This does not promote their creatively because the finished product becomes more important than the process of creating it. The childminder uses her knowledge of children's interests and next steps for learning to offer good support and extend their learning. For example, she promotes their language development by singing songs she knows the children enjoy. The childminder leaves gaps as she sings; this encourages the children to join in with the words and actions to the songs. Outside the children enjoy hunting for small world minibeasts in the compost and are able to name some of the creatures. The childminder skilfully asks the children

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who attend

questions that revisit their previous learning. For example, 'Do you remember yesterday when we found some snails? Where did we find them?' This links their learning and extends their thinking about where snails live. The childminder encourages the children to look at the snails using a bug catcher with a built in magnifying glass. This extends their knowledge about snails as the childminder asks them questions that encourages their observational skills. The outdoor area is generally well resourced and children enjoy developing their physical skills when using the wheeled toys and the trampoline. Children are fostering an interest in books because the childminder provides them with a good range of books. Inside the house, resources are labelled with pictures and words to support children's early reading skills and independence. However, there is scope to enhance children's already good literacy skills by displaying words and labels in the

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who attend

outdoor environment. This in turn promotes recognition and the understanding of words. Mathematical language and understanding is supported well by the childminder. When children are painting beanstalks, she promotes the use of correct positional language and words associated with measure. At snack time, children enjoy counting their pieces of fruit and this supports their counting skills.

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who attend

The childminder understands the importance of preparing children for the next stage in their learning and readiness for school. Children learn about their community through daily outings to local groups and parks. This helps them to socialise and make new friends with both adults and children. As a result, children are obtaining the skills, attitudes and dispositions they need to be ready for school or the next stage of learning. The childminder completes detailed and well-organised learning journey books for each child. These contain information on entry from parents, observations, next steps for learning and photographs as evidence of learning. Daily communication between the childminder and parents ensures parents are informed about what their children have been learning about during the day. These strategies help parents to continue their children's learning and development at home.

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

The childminder provides a safe, clean and welcoming environment where children feel secure and protected. She has created an environment that is inviting and stimulating to children. This helps them to settle well because they are excited to explore and investigate their surroundings. Children are happy, settled and demonstrate good levels of confidence because the childminder has developed close and caring relationships with all the children. In addition, children settle well because the childminder obtains relevant information from parents so that she has a clear understanding of their individual care routines and interests. This ensures children are emotionally prepared for their next stage in their learning. She speaks to parents regularly so that they are aware of their child's day and changing needs. Parents comment that the childminder provides the children with 'a welcoming, home from home environment'.

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

Children's behaviour is very good because the childminder uses a consistent approach and gentle reminders of the expectations for behaviour as required. As a result, children play and behave well because they understand what is expected of them. The childminder offers lots of positive praise and recognition for children's efforts and achievements, promoting their self-esteem. The childminder's use of appropriate safety equipment, such as locks on kitchen cupboards and risk assessments, ensures children are able to explore and investigate their surroundings safely. This supports their feelings of security and self- confidence. They learn about keeping safe as they take part in regular fire drills and the children receive a certificate after taking part in the drill.

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

Children are encouraged to develop healthy lifestyles because they have regular access to exercise and outdoor play, along with healthy meals and snacks. Physical skills and exploration are well promoted as children have daily opportunities to play in the garden, walk in the area and visit local parks. They are encouraged to develop their independence skills with the childminder and are given many opportunities to do so. For example, children show independence when putting their own shoes and sun hats on before going out to play. Children are learning about sun safety because the childminder talks to them about the importance of wearing sun cream and hats on a sunny day. She ensures they follow these sun safety rules by supporting them to apply their sun cream before playing in the garden.

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provision

The childminder has a sound understanding of her responsibilities in meeting the safeguarding and welfare requirements and implements these appropriately to promote children's safety and well-being. She has completed safeguarding training and has a good awareness of the signs and symptoms which would alert her to any child protection issues. In addition, she is confident about the action she would take if she had a concern about a child in her care. The childminder implements policies and procedures which underpin her service and help ensure the well-being of the children. She shares these with parents so that they understand her responsibilities. Relevant records are kept and well maintained, such as accident and medication records.

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provision

The childminder ensures the educational programmes she provides cover all areas of learning. The observation, assessment and monitoring of children's progress is effective, identifies children's next steps and highlights their interests. The childminder has a clear understanding of how to promote children's good progress in their learning and development through providing activities that interest and engage them effectively. Links with other childminders and support from the local authority and other professionals enable the childminder to share ideas and improve practice. She has recently undertaken an audit of her provision and implemented recommendations to enhance outcomes for the children. Self-evaluation is effective as the childminder can clearly identify her strengths and areas for future improvement. She has made good improvements since the last inspection and has met the action and all recommendations raised. For example, risk

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provision

assessments are now in place for outings. Overall, the childminder demonstrates a good capacity to make ongoing improvements to her practice.

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provision

The childminder has good relationships with parents and she shares with them their child's achievements and progress. Parents are provided with a detailed induction pack and are kept well informed through daily communication. Children's and parents' views are sought to help support and develop the provision. Parents speak highly of the childminder and they comment that she is 'very well organised and calm. She goes above and beyond'. The childminder has built suitable partnerships with other providers where children attend another early years setting. This promotes continuity in children's care and learning between settings.

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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 252859 Local authority Nottinghamshire Inspection number 818442 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 16

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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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