Childminder in Derbyshire

Inspection date

Previous inspection date 27/05/2014 Not Applicable

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 The childminder ensures children are safeguarded by undertaking daily checks of the premises and through a suitable knowledge and understanding of child protection procedures.  The childminder gathers and shares useful information with parents and carers on an ongoing basis to meet children's needs and ensure there is consistent support. She takes a proactive approach to seeking advice and support from external agencies to ensure children's needs are met.  The childminder organises the space in her home to promote children's confidence and independence. She provides a variety of activities, including regular outings, to promote children's enjoyment.

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It is not yet good because

 Teaching requires improvement. The childminder, sometimes assesses children's stage of development at a higher level than they are capable of. Therefore, their next steps of learning are, occasionally, too challenging.  On occasions, the childminder and co-minder do not organise themselves effectively to support children's learning and development during the transition between activities.  The childminder does not always support children's understanding of simple behavioural expectations, particularly in relation to tidying away toys and resources, so that all children can play and move around freely.

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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 activities in the lounge and kitchen and the outside learning environment.  The inspector observed an adult planned activity.

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Inspection activities

 The inspector looked at children's assessment records, planning and other documentation.

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Inspection activities

 The inspector took account of the views of parents and carers gathered in the childminder's recent feedback questionnaire.

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Information about the setting

The childminder was registered in 2013 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and one child aged two years in a house in Ilkeston. The whole of the ground floor and the rear garden are used for childminding. The family has a cat and fish as pets. The childminder attends stay and play sessions in the local community. She visits the shops and park on a regular basis. She collects children from the local school. The childminder works with her husband, who is also a childminder. There are currently eight 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 7am to 6pm, Monday to Friday, except bank holidays and family holidays.

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must:

 improve the use of assessment to accurately reflect children's progress and to plan relevant activities and support for their next stage of learning.

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

 provide consistent reminders about the simple rules of expected behaviour to provide freedom for children to access resources while ensuring that they develop their understanding of the importance of tidying up and putting things back where they belong

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

 review the organisation of adults so that they consistently work together to support children's learning and enjoyment during the transition between activities.

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who attend

The childminder has a suitable understanding of the learning and development requirements of the Early Years Foundation Stage, as a result, children make satisfactory progress towards the early learning goals. The childminder plans and provides a variety of activities across the seven areas of learning, including regular outings. She maintains an organised learning record for each child which is easy to read and understand. This includes observing what children can do, assessing their stage of development and monitoring their progress over time. The childminder uses this information, generally well, to identify what each individual child will learn from the activities. However, she sometimes assesses children's stage of development above what they are capable of. As a result, the activities planned to support children's next steps are occasionally, too challenging and not always appropriate. The childminder does regularly share information

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who attend

about children's learning and development with the parents and carers to ensure consistency of support.

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who attend

Younger children move around the environment and sit on the floor. They develop their balance when they get up to standing and walk around to develop their physical skills. The childminder supports children outdoors, where appropriate, as they walk up or down the slope and take the small step up onto the decking. She encourages older children to learn to use their feet to slow down the pace when they use ride-on toys. The childminder promotes children's communication and language skills generally well during their play. She supports younger children to broaden their vocabulary as she introduces simple words as they play with certain toys, such as, a car. She asks questions to encourage children's thinking, for example, when playing outside and it begins to rain, she asks them to describe what is happening. This also supports children's understanding of the world.

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who attend

Children self-register as they arrive, selecting their name to develop an early understanding of reading. The childminder provides opportunities for children to interact in larger groups as she takes them to stay and play groups within the community, which enhances their social skills. Both of these activities help children to develop the skills they need for future learning. The childminder provides activities, such as, dancing and painting to support children's creativity. She demonstrates how to use a large paintbrush to dab the paint to support younger children in their participation and their physical skills.

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

The childminder effectively promotes children's emotional well-being. She gathers useful information about children's needs and routines when they first start at the setting. She maintains constant communication with parents and carers about children's changing needs, including contact during the day if they are unsettled. She works in partnership with parents and carers, for example, by agreeing how to encourage a child to broaden their diet and the foods they will eat. This ensures a consistent approach is adopted in meeting children's needs. The childminder works closely with her co-minder. Together they let the children determine who their key person is through the bond they establish with either of them. The childminder is attentive to children, as a result, they are comfortable and secure. The childminder provides suitable support to prepare children for when they move on to other settings. She takes them on the school run and talks to them

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

about things, such as, the routine of the school. She also provides activities that mirror what children will do at school.

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

The childminder successfully promotes a family friendly atmosphere within her home. She encourages children to move around freely and she effectively promotes a sense of belonging. She organises the indoor space so that children can move comfortably around the ground floor. Through low level attractive storage units the childminder provides access for children to help themselves to the age-appropriate toys and resources. There is a varied range and she changes them regularly to promote children's interests. The frequent use of the garden means that children are able to play outdoors, regardless of the weather and enjoy the fresh air and exercise. This supports their physical well-being. Children play with suitable toys and resources, particularly with regards to their physical development. For example, they ride around on the wheeled toys. There is reasonably effective communication between the childminder and her co-minder, for example, one

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

gets the buggy for a child to go to sleep while the other interacts with the children. The childminder suitably supports children self-care skills. She sensitively reminds older children during play so that they develop independence in their toileting skills. To encourage younger children's independence in feeding themselves, the childminder incorporates spoons into the toys and resources, so that they get to handle them frequently. The organisation of the toys and resources promotes children's independence and decision-making as they choose what they want to play with during free play. However, on occasions the deployment of the adults is not as effective in supporting the transition between activities. For example, they do not establish their roles at snack time and the food is brought in before children have had a nappy change or washed their hands. As a result, children do not sit down for their snack at the same time to fully

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

The childminder gives children lots of praise during play and uses her tone of voice to reinforce when they are behaving well. She encourages them to show respect for others, as a result, children play well together. The childminder gets down to children's level when she talks to them and is calm and friendly. She is usually consistent in reminding children of the expectations and rules. Although, she is not as consistent in guiding children to tidy away the toys and resources, before they begin another activity, so that everyone can move around more freely. The childminder gives simple and useful explanations of the impact of certain behaviours, for example, teaching children to recognise that they may crash if they are not careful as they ride around on the wheeled toys. She regularly carries out a fire drill to teach children how to leave the building safely and where to stand. The childminder takes a proactive approach to promoting a healthy diet. She encourages them

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

to try different foods, for example, fresh and dried fruit at snack time and continues to offer this, which is proving to be successful as children are now trying new things. She involves children in the preparation of their meals and also gives them a choice of what they have, so that they feel more inclined to eat what is being offered. The childminder teaches children about the importance of hand washing at appropriate times explaining why they need to do this.

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provision

The childminder has a suitable understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. She is clear on the procedures she would follow if she has any safeguarding concerns about a minded child. This includes the procedure she will follow in the event of any allegations against herself or her co-minder. However, the written safeguarding policy relating to the Childcare Register is not fully reflective of these procedures. The childminder shares her policies and procedures with parents and carers, therefore, it is important that the information is correct and reflective of her practice. All household members are known to Ofsted to enable appropriate checks to be undertaken. The childminder effectively promotes children's safety by checking the premises before children arrive using a daily safety checklist and, as a result, minimising all risks and hazards. She supervises children at all times to ensure they are safe, both

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provision

In the short time the childminder has been operating. She has undertaken the required first-aid and childminding course and is beginning to develop her knowledge and skills through other training, such as, food hygiene and baby signing. She suitably implements the knowledge gained through the childminding course to meet children's needs and promote their safety and well-being. The childminder uses a clear form to monitor children's progress over time and a weekly planning sheet to identify that she is covering the seven areas of learning on a regular basis. The childminder is a reflective practitioner who is keen to provide the best quality care she can for the children she looks after. She takes on board any feedback or suggestions, for example, simplifying her planning following advice from her local authority improvement officer. Her evaluation of her practice identifies some relevant areas for improvement that will strengthen and expand

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provision

the quality of provision. The childminder gathers feedback from parents and carers, this is positive and rates the childminder and her co-minder as very good and excellent in terms of the quality of what they provide.

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provision

The childminder shares her policies and procedures with parents and carers when they start at the setting, so that they receive information about the care of their child. She has initial and ongoing discussions with parents and carers to meet children's ongoing needs. She maintains a daily record of useful information about each child's routines, such as, sleep and meals, well as what the child has been doing and any achievements. She encourages parents and carers to look at this on a regular basis. The childminder takes a proactive approach to seeking external advice and support about any concerns she has, however minor, to ensure she is supporting children appropriately. This means that the childminder demonstrates she is able to support a child who has special educational needs and/or disabilities. The childminder has a suitable understanding of what information she will gather and share with other settings that children attend, to ensure consistent support

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provision

for children's learning and development.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 improve the written statement of procedures to be followed for the protection of children, intended to safeguard the children being cared for from abuse or neglect (compulsory part of the Childcare Register)  improve the written statement of procedures to be followed for the protection of children, intended to safeguard the children being cared for from abuse or neglect (voluntary part of the Childcare Register)

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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 EY471949 Local authority Derbyshire Inspection number 946645 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 8

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Name of provider

Date of previous inspection not applicable

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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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