Childminder in Derbyshire

Inspection date

Previous inspection date 21/05/2014 19/12/2008

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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

 Children are confident and enthusiastic learners. This is because the teaching they receive from the childminder is stimulating and fun. As a result, children make good progress in their learning and development.  Children are settled and confident because the childminder offers a warm welcoming environment where routines and individual needs are respected.  The childminder reflects on her work and demonstrates a commitment to developing her knowledge and understanding further, to benefit all children.  The childminder maintains good standards of health and safety in her home and on outings, this helps to ensure children are kept safe and secure.  Strong relationships have been formed with parents, which effectively contributes to consistently meeting their child's individual needs.

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It is not yet outstanding because

 The childminder does not always maximise opportunities to talk about calculations with children in their play, to help them further develop their interest and understanding of this mathematical concept.  Opportunities for children to further develop their independence skills are not always consistently promoted through everyday routines.

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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 and outside.  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 was registered in 2004 and is on the Early Years Register and the compulsory and voluntary part of the Childcare Register. She lives with her husband and child aged 15 years, in Ilkeston, in Derbyshire. The whole of the ground floor and bathroom upstairs in the childminder's house is used for childminding purposes. There is an enclosed part of the garden for outside play. The childminder provides care from, Monday to Friday 7.30am and 6pm, all year round, except for Christmas, bank and family holidays. The childminder is currently minding 11 children, of whom four are in the early years age range. The childminder walks to the local schools and nursery school to take and collect children. She attends the local toddler group and takes children to the local library and parks. The family has four cats. The childminder holds an early years qualification at level 3. She is a member of the Professional Association for Childcare and

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Information about the setting

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:

 enhance the already good practice in teaching children about mathematics by further developing opportunities for them to engage in activities to develop their early calculation skills

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

 promote further opportunities for children to develop their independence skills during daily routines, for example, by encouraging them to move more freely from the outside area to inside to collect toys to extend their own learning.

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who attend

Children are content and happy in this comforting and stimulating childminder's home. The childminder has a secure knowledge of the Early Years Foundation Stage. She understands that children learn best through play and provides a range of stimulating and exciting activities that are of interest to children. The childminder builds on children's next steps in learning on a daily basis as she knows all the children extremely well. She observes children while they play and uses the information she obtains to effectively identify children's individual learning priorities. As a result, children make good progress towards the early learning goals. Consequently, they are well prepared for starting school. Detailed information gained from parents enables the childminder to support children's interests from the start. As a result, children settle quickly into her care. Parents' involvement in their child's learning and contribution to their child's ongoing assessments

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who attend

is strengthened as they share what they have observed their child involved in at home. This successfully nurtures partnerships between the childminder and parents and has a positive impact on children's learning. The childminder takes into account each child's interests, ages and abilities when planning activities and, therefore, activities engage and well motivate children. Assessment procedures are comprehensive and enable the childminder to successfully complete the progress check for children between the ages of two and three years. This means she is able to identify when early intervention is needed so that children receive the appropriate support to meet their learning needs.

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who attend

The childminder uses her good knowledge of how children learn to pitch her teaching so it is suitable for each child, which helps children make good progress in their learning. Consequently, children are keen learners and show the characteristics of effective learning. Children are enthused and inspired as the childminder teaches them well, with passion and commitment. The childminder incites children's interests because she makes their play and learning fun. She constantly talks to children about what they are doing. She asks open-ended questions and introduces new words to children's vocabulary, which encourages them to think. She effectively supports and promotes children's handling skills and coordination well. For example, children use play dough tools, such as rolling pins and cutters. They skilfully cut out shapes and make patterns and are fascinated when they cut out a crocodile. The childminder ceases on this opportunity and all children join in making

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who attend

crocodile snapping noises with their hands and sing popular crocodile songs. Children's larger physical skills are developing well as they balance and climb on equipment in the garden. The childminder extends this by taking children to local parks so they can use larger equipment, which also helps children to learn to take risks and run around in spacious areas.

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who attend

The childminder sits with the children reading stories that they select, allowing them to look at the pictures. She talks to them about the illustrations and this allows them to become involved in the story. This helps children to begin to learn that books can bring pleasure and helps their early literacy skills. During their play, children learn about number and count in a range of situations to identify how many objects they can find hidden in the sand and their special boxes. However, the childminder does not always fully extend and build on the children's mathematical learning to introduce them to simple number problems. This means opportunities for children to learn about adding and subtracting items as they play and during routines, such as snack time, are not fully maximised. Children learn about the world in which they live as the childminder takes them out on visits in the local community. These activities interest the children and provide

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who attend

opportunities for them to be positively ready for the next stage of learning. The childminder helps children to use their senses and imagination well when exploring different textures, media and materials. They explore soft pasta, paint, sand and water. Children also enjoy exploring the sounds of different musical instruments and listen to songs that the childminder sings along to. This all helps to promote children's expressive arts and design skills successfully.

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

Children are extremely comfortable in this welcoming and friendly home environment. Children in the childminder's care benefit from the nurturing experiences she provides. Consequently, they respond warmly towards the childminder. The childminder works successfully with parents to help children settle in and to learn about children's care routines and needs. She provides activities in which she includes each child's own routine. This helps children feel emotionally secure when they move between their home and the childminder's care. The childminder warmly praises children, increasing their confidence and self-esteem. She is patient and consistent in her expectations with regard to behaviour management to effectively support children's personal, social and emotional development. As a result, children behave very well.

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

The childminder provides children with a stimulating learning environment. She has created a designated playroom, which displays children's artwork and photographs. This provides children with a good sense of belonging. There is a wide range of toys, which are stored in low-level units and labelled for the children to choose. However, at times, the childminder does not always allow children to explore and investigate, and become more independent in their own learning. For example, on occasions she stops children moving freely from outside into the playroom. Children learn about keeping themselves safe effectively. They play within a safe and secure home, in which the childminder supervises them closely. For example, they learn not to climb on furniture and how to manage steps safely. In addition, the childminder teaches children road safety when on outing. Children are also involved in regular fire drills, which helps to teach them how to keep safe in an

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

Children are developing healthy lifestyles. They benefit from regular outdoor play opportunities in which they move in different ways and play in the fresh air. They enjoy healthy nutritious meals, snacks and regular drinks. Children sit and eat together around the table. This promotes good eating habits and provides happy mealtimes in which children eat well to ensure they are nourished throughout the day. The childminder has clear policies, procedures and permissions in place to help ensure children's good health. Children are competent at managing their personal needs relative to their age. They are developing good self-care skills, because the childminder gently encourages them to access their own drinks or put on their own shoes. This support effectively prepares them for their move to the next stage in their learning.

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provision

The childminder has a secure knowledge of the safeguarding and welfare requirements of the Early Years Foundation Stage framework. She has a very good understanding of her responsibility to safeguard children. The childminder ensures she keeps up to date with changes in child protection procedures by attending training. She supervises children closely and carries out daily checks to minimise any risks. Routine risk assessments together with a good understanding of safety procedures ensure that the premises are safe and hygienic for children to play happily. The childminder maintains children's records accurately. She has systems are in place to monitor children's progress through their learning journals and a document to show children's achievements over time. This means that she is able to identify any gaps in children's learning and address these swiftly. The childminder reflects on her practice and self-evaluation procedures work well,

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provision

enabling improvements, and identifying the continual development of the practice. She is confident to acknowledge what works well and how she is supporting the outcomes for children. The childminder demonstrates a good commitment to further improving the quality of children's care and learning. She evaluates the activities she provides for children and has completed a written self-evaluation form. This ensures improvements are identified, such as providing parents with questionnaires, to encourage them to contribute their views of her setting more effectively. The childminder seeks the guidance of the local authority to develop her knowledge and skills. As a result, she has improved the planning and assessment systems, which she now uses to successfully promote children's learning and development. The childminder has also completed a qualification at level 3 in childcare. This helps her promote children's individual needs more effectively.

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provision

Partnerships with parents are strong. The childminder knows the children and their families very well. She shares her written policies with parents so that parents are aware of the procedures in place to support their children's health and well-being. She takes time to talk to parents on a daily basis to exchange information about the children's achievements, and what she has observed them doing during the day. She explains to parents how they can work together to further support their children's progress. Each child has a daily diary, which details their general health and well-being throughout the day. The childminder values the opinions of parents and children and she receives complimentary feedback through questionnaires from satisfied families. There are good systems in place to liaise with other provisions that children attend, to support continuity in children's care and learning.

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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 EY293618 Local authority Derbyshire Inspection number 877801 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 11

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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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