Childminder in Leicestershire

Inspection date

Previous inspection date 01/05/2014 22/04/2013

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early years provision

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

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This provision requires improvement

 Children form secure relationships with the childminder, which means they are confident and settled in her care.  Children develop a good understanding of acceptable behaviour because the childminder sets clear house rules and boundaries. Through using praise and encouragement and a consistent approach, children are developing an understanding of right and wrong.  Partnerships with parents are sound and communication is good. This helps to ensure that children's changing needs are consistently met.

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It is not yet good because

 The childminder does not always effectively plan the use of resources and the learning environment to fully promote children's literacy development. This means that children make satisfactory rather than good progress in their overall development.  Children are not always given sufficient time during their play to think about what they want do or say before the childminder makes a suggestion. Therefore, they are not consistently able to express their own ideas.

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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 taking place in the playroom and lounge.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times during the inspection.  The inspector viewed the areas of the premises and garden used for childminding.  The inspector took account of the views of parents through written feedback.

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Inspection activities

 The inspector looked at children's observation and assessment records, the register of attendance and children's records.

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Inspection activities

 The inspector checked evidence of suitability of all members of the household, the childminder's qualifications and her self-evaluation and improvement plan.

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Information about the setting

The childminder was registered in 2005 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged nine and four years in Broughton Astley, Leicestershire. The whole ground floor of the house and the rear garden are used for childminding. The childminder attends visits the shops and park on a regular basis. She takes children to and collects them from the local schools and pre-schools. There are currently seven children on roll, three 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 7pm, Monday to Sunday, except for family holidays. She is a member of the Professional Association for Childcare and Early Years.

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must:

 improve the range of activities and experiences offered to children in the area of literacy development, by using unplanned opportunities and planned times for children to handle and show an interest in books and to practise making marks and early writing, both indoors and outside.

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

 develop children's communication skills further by using open-ended questions and giving them time to talk and think without rushing toward answers too quickly.

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who attend

The childminder has a developing knowledge and understanding of how young children learn through their play. Parents are asked to complete an 'all about me' document which provides the childminder with enough information about their children's starting points and interests. She appropriately includes this information in her planning for individual children. For example, the childminder ensures that she regularly provides play dough because she knows that children enjoy making and creating models. The childminder makes her own observations of the children in their play and takes photographs of them to illustrate the activities they enjoy. Some next steps are identified so that she can plan for their future learning. Parents are suitably involved in their child's learning through regular conversations with the childminder. Learning journals record children's learning and play activities, and these are regularly shared with parents to help ensure that

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who attend

The childminder provides a reasonably organised environment. Children readily help themselves to some toys and resources to support their play in most areas of learning. The use of posters around the playroom encourages children to see letters in print, and the childminder reads stories to the children, developing their understanding that words have purpose and meaning. However, the quality of teaching requires improvement. This is because the childminder does not always effectively plan the use of resources and the learning environment to fully promote children's literacy development. Books and writing materials are not as easily available as other resources. Consequently, children do not spontaneously have opportunities to look at books by themselves and be able to practise making marks and develop their early writing skills. This means that they make satisfactory rather than good progress in their overall learning.

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who attend

Children enjoy the childminder's involvement in their play. They have great fun making a den together using pegs to attach a blanket to a tent. They both laugh as they sit inside. The childminder suggests that it can be an 'animal den' because children recently experienced a trip to the zoo. The childminder talks to children consistently and asks lots of direct questions. However, although children are confident communicators, they are not always given sufficient time to think about what they want to do or say before the childminder makes another suggestion. Therefore, they are not consistently able to express their own ideas.

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who attend

Children learn to count in sequence and recognise numbers up to 10. This is because the childminder uses games and everyday situations to promote their mathematical skills. For example, children look at the numbers on road signs and count the number of wheels they see on cars. The childminder teaches children that although they may only see two wheels because they are standing at the side of the car, there are actually four. As a result, children learn to problem solve and reliably count. Furthermore, they see numbers on the weighing scales when measuring the ingredients for cupcakes.

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who attend

Children have good opportunities to be creative and use their physical skills. They learn how to make a fruit bowl using play dough and make 'apples' by rolling small pieces with their hands. Children fill plastic buckets with dried rice and skilfully transfer it from one receptacle to another. As a result, they handle tools, objects and malleable materials with increasing control. Children have regular opportunities to enjoy outdoor play, and they develop their confidence and skills when using the challenging play equipment at the local park. Children are developing skills in the use of technology by confidently completing simple programmes on the childminder's laptop. Acquisition of such skills helps to prepare children for the next stage of their learning and moving on to school. Younger children are encouraged to crawl and move around to reach musical and push-button toys. They hold onto the childminder's hands and move around furniture to develop and strengthen their

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who attend

muscles in their legs in preparation for walking.

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

Children develop trusting relationships with each other and the childminder because they have a gradual introduction to her home. This helps children to feel safe and secure and gives the childminder time to gather appropriate information from parents about their children's likes, dislikes and familiar routines. Consequently, the childminder has a sound understanding of their individual needs, which suitably supports children's emotional development.

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

The playroom is generally well organised, with most resources being easily accessible. This enables children to make some independent choices about their play. The childminder offers children support, guidance and words of encouragement. For example, children playing a number game are praised for recognising high numbers. Consequently, they are proud of their efforts and develop high self-esteem. Children learn to behave appropriately because they are reminded of expected behaviour. As a result, they develop good cooperative play skills and learn to take turns. Young children accompany the childminder in taking others to the local school and nursery. These opportunities help children to become familiar with the transition into other settings. Children enjoy outdoor play, which effectively promotes their physical development. Good use is made of of parks to extend the options for physical play so that children benefit from fresh air and exercise.

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

The childminder has a sound understanding of health and nutrition for young children. She is aware of children's individual dietary needs and parental preferences, and ensures these are met. Children develop their understanding of the importance of healthy eating because they are offered a variety of nutritional meals and snacks. They develop good self-help skills by helping to make sandwiches and by using cutters to create their chosen shape. The childminder teaches children about safety when they are in her home and when they are out and about. For example, older children learn that they must not carry babies because they could fall over and this could hurt them. The childminder explains that the alternative is to sit close to babies and join in with their play. On outings she talks about crossing the road safely. Young children learn that they must hold on to the pushchair. School-aged children know that they must stay within the childminder's sight. As a result,

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

children develop their understanding of how to be safe when they are out and about.

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provision

The childminder has a sound awareness of her role and responsibility in relation to safeguarding. She understands the procedures to follow should she have a concern about a child in her care. The safeguarding policy is shared with parents so that they are also fully aware of the childminder's role in protecting children from harm. The childminder carries out both visual and written risk assessments to help ensure children can play and explore confidently in a suitable environment. All adults in the household have been vetted and undertaken suitability checks. Attendance records clearly show when children are present. This aids the childminder in ensuring that ratios are maintained throughout the day. Daily visual checks and written risk assessments are carried out to help ensure that children can play in a safe and secure environment. The childminder holds appropriate car insurance and provides children with the correct car restraints when transporting them on

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provision

outings. Consequently, children's welfare is appropriately safeguarded. The childminder enlists the help of the local authority development worker to ensure that she has a good enough understanding of the learning and development requirements. She has renewed her first-aid certificate and uses the Professional Association for Childcare and Early Years website to keep her childcare knowledge up to date. The childminder has read the guidance on how to carry out the progress check at age two when the time comes and how to involve parents in this process. This reading has helped her to understand how this supports parents in developing their children's learning at home and to identify any additional support needed. Consequently, the childminder demonstrates a sound commitment to continuous improvement. She is beginning to monitor and reflect on the quality of her provision. For example, she is developing outdoor resources for young

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provision

children so that they can consistently use push-along and sit-and-ride toys to aid their physical skills.

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provision

The childminder has a sound relationship with parents and she shares information about children's routines and the activities they complete. They communicate daily, face to face or over the phone. This helps to ensure information sharing is effective. Through the childminder's own survey, parents indicate that they are happy with the care and learning their children receive. The childminder is aware of the importance of working in partnership with others who may provide care and learning for the children. This is so that concerns about children's well-being or development can be quickly identified and managed. Relationships with other providers delivering the Early Years Foundation Stage where children attend suitably promote continuity in children's care and learning needs, in order to sufficiently complement their 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 EY318273 Local authority Leicestershire Inspection number 965483 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 7

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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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