Childminder in Leicestershire

Inspection date

Previous inspection date 30/05/2014 12/05/2009

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early years provision

This inspection: 1 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 Teaching is excellent. The childminder has a superb understanding of the Early Years Foundation Stage. She precisely observes and assesses children, identifying their preferred style of learning and their current interests and uses this information skilfully to provide a fantastic range of activities that fully engage and stimulate them.  Partnerships with parents and other professionals are excellent. Parents are extremely complimentary about the care provided by the childminder. The childminder gives the highest priority to children's health and well-being.  Children use the outdoors as an extension of their learning environment. Outdoor activities support and extend all aspects of the seven areas of learning.  Informative assessments are sharply focused, based on the childminder's comprehensive knowledge of each child, in order to map their progress.  The business side of the childminder's practice is exceptionally well organised. She is

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This provision is outstanding

very proactive in researching and incorporating different ways of working to benefit the children placed with her.  Children are well protected because the childminder has an excellent understanding of how to keep them safe. The comprehensive policies and procedures are up to date and in line with those of the relevant Local Safeguarding Children Board.

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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 looked around all areas of the home, both indoors and outside, used for childminding.

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Inspection activities

 The inspector sampled children's assessment records and planning documentation. She looked at a selection of policies and procedures, including safeguarding and risk assessments.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder and considered her self-evaluation form.

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Inspection activities

 The inspector talked to the childminder and children at appropriate times throughout the inspection and observed a variety of activities both indoors and outside.

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Inspection activities

 The inspector took account of the views of parents, speaking to a parent by telephone and by reading a number of comments on questionnaires and letters to the childminder.

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Information about the setting

The childminder was registered in 2008 and is on the Early Years Register and the compulsory and voluntary part of the Childcare Register. She lives with her husband and two children aged five and eight years in a house in Lutterworth, Leicestershire. The whole of the ground floor, two bedrooms on the first floor and the rear garden are used for childminding. The family has a pet dog, tortoise and fish. The childminder attends a toddler group and activities at the local village hall. She visits the shops, parks and local attractions on a regular basis. The childminder collects children from the local schools and pre-schools. There are currently nine children on roll, four 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 Friday, except bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children,

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Information about the setting

and supports a number of children with special educational needs and/or disabilities. She is a member of the Professional Association for Childcare and Early Years.

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

 enhance the already excellent learning outdoor area, for example, by offering enriched opportunities for children to see even more text in the already outstanding learning environment.

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who attend

The quality of teaching is highly effective. The childminder has exceptional knowledge of the learning and development requirements of the Early Years Foundation Stage. She has very high expectations of herself and of the children in her care. The childminder supports children exceptionally well and uses adult-led and child-initiated activities to extend children's thinking, interest and learning. These activities capture children's interests, challenge their skills and extend their play. As a result, children are highly motivated and eager to learn. As a result, they make exceptional progress given their starting points. The childminder uses her significantly enhanced listening and teaching skills to support each child as they learn and develop a wealth of skills that form the basis for their future education. Children have lots of opportunities to play heuristically and to explore using their senses. For example, there are lots of resources available that can be used in a

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who attend

variety of ways, including treasure baskets. The childminder sensitively joins in children's play and has an excellent ability to engage with them during activities. She gives lots of eye contact, praise and smiles as she plays with the children. This gives them a sense of achievement and enhances their learning and development. The childminder's encouraging approach towards diversity and inclusion means that children develop a highly positive awareness of themselves and others.

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who attend

Children eagerly choose what they would like to do from the plentiful resources. They develop their own ideas and are creative in a fun learning environment. They enthusiastically play with the pirate ships and small world figures and laugh with delight as they use their imaginations to go on an adventure and search for treasure. When taking the children upstairs for sleep time, the childminder supports children in their counting skills as they count the stairs. The childminder praises them as they correctly count up to 10. Children use the outdoors as an extension of their learning environment. Outdoor activities support and extend all aspects of the seven areas of learning and are really enjoyed by the children. Nonetheless, there is scope to enhance the already word-rich environment, by extending this further in the excellent outdoor area. Children make particularly good progress in their communication and language skills. The childminder

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who attend

challenges children's thinking skills well and gives them plenty of time to respond to questions. The environment is rich in language, with music, singing and books that children actively choose for themselves. The childminder is gentle in her approach and acts as an excellent role model. As a result, children show great respect for the childminder.

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who attend

The childminder gathers a wealth of information from parents before the children begin attending and uses it extremely well to assess their starting points. For example, she cares for a child with special educational needs and/or disabilities, and has sought out additional information and advice in relation to how best to care for the child. Children's development files contain in-depth observations, which are supported by numerous annotated photographs and examples of children's artwork. They provide a delightful reference to share with parents. The childminder also ensures parents are involved in the assessment process on an ongoing basis as they are invited to comment on the activities that their children are involved in. In addition, the childminder completes a termly tracker to ensure children are progressing as expected. This ensures she is meeting the requirements of the Early Years Foundation Stage and enables her to see at a glance any

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who attend

gaps in individual and group development. Parents are actively involved in their child's learning and their views and comments are requested and taken on board. For example, regular questionnaires include comments, saying that their child has thrived at the setting and they are very happy with the care their child is receiving. A parent comments, 'Children do so many things and go on lots of outings. We can see by the photographs that they really enjoy learning here'.

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

The childminder works closely with parents to ensure all children's needs are known and met. There is a highly effective settling-in procedure, which allows children to visit several times with their parents until they are confident within the setting. She listens to their needs carefully and goes a long way in ensuring these are met. This supports children to form strong attachments and settle quickly as well as making outstanding progress towards the early learning goals. Children are curious to explore the setting upon arrival and show confidence when they ask where there is something they need. Children's artwork is displayed on walls and in their learning journals. This helps to raise their self- esteem, as well as enabling parents to see their child's own work. Younger children and siblings successfully mix with the older children. The children clearly enjoy each other's company and have made firm friendships. For children who need a rest or a sleep during

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

the day, the childminder provides cosy areas and individual cots where they can safely and comfortably sleep.

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

Daily routines are extremely well established by the childminder who thoroughly enjoys her work. Children's independence skills are greatly enhanced because all of the excellent resources are at child height and set out into the different areas of learning, so that children have choice. She also has photographic cards of her resources to further support children. Children's behaviour is exemplary because the childminder is an excellent role model. She has basic house rules, which were devised with the older children and shared with parents. The childminder provides additional support when children are struggling to understand expectations and she uses positive praise to acknowledge their achievements. As a result, children understand what they are doing well. Children gain an excellent awareness of the relevance of following healthy lifestyle practices. For example, their understanding of healthy eating is promoted through ongoing discussions, relevant games

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

and cooking activities. Children delight in exploring the outdoor environment every day. The childminder creates an inspiring garden full of abundant learning opportunities. As a result, children actively investigate the many natural areas of the garden.

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

Children are encouraged to try out new activities and take risks using garden equipment. Good hygiene is reinforced as the children take it in turns to use the soap and wash and dry their hands. Each child has a named peg for their towel, which also helps with letter recognition and later with recognising their full name. Children develop outstanding social skills during the engaging and relaxed lunchtime as they sit in a large group at the table and hold conversations. The childminder is fully aware of children's dietary and medical needs. She supports children to develop an excellent understanding of healthy choices as they really enjoy eating the nutritious snacks and meals that are fresh and home cooked. The childminder attends weekly music and movement sessions in the local community centre and makes regular visits to a variety of local places of interest. This gives children further opportunities to mix with other children of their own age and access a variety of

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

physical activities. Children enjoy walking to and from school and to the local shops. Children are very aware of keeping safe because the childminder talks to them about taking care of themselves and each other.

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provision

Safeguarding is given the highest priority, ensuring the safety of the children in the home and on outings. For example, the childminder has a first class understanding of the importance of safety on outings. The childminder's home is set up, so that the children are able to play independently while remaining safe. Extremely comprehensive risk assessments are in place for all areas of her home used for childminding, outings and visits. She regularly checks her resources for cleanliness and breakages. All required policies and procedures are in place, exceptionally well written, regularly reviewed and shared with parents. Children know how to exit the house safely in an emergency because they take part in regular fire drills, which the childminder records. In this way, children are kept exceedingly safe while in the childminder's care. The childminder has attended further training and has a comprehensive understanding of her responsibilities relating to

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provision

safeguarding children. This is supported by thorough written procedures and a wealth of additional information, enabling her to identify children at risk and take immediate action. The childminder's safeguarding policy includes the appropriate use of mobile telephones and cameras in the setting, to ensure the protection of children at all times. The childminder ensures that all suitability checks have been completed for household members, further promoting children's welfare.

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provision

The business side of the childminder's practice is exceptionally well organised. The childminder continues to study, raising the level of her qualifications and attends a wide range of additional training in order to continuously improve her practice. She reflects and evaluates on a daily basis to ensure she is doing everything required of her to the best of her ability. She is very proactive in researching and incorporating different ways of working to benefit the children placed with her. The childminder is able to use self- evaluation highly effectively, drawing on her many years of experience. She has a strong understanding of the strengths and weaknesses of her setting and has completed a thorough self-evaluation process, involving parents, children and her local authority adviser. She has identified clear areas for improvement and has high ambitions to continue to improve the already exceptional quality of her setting. The childminder utilises

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provision

all resources exceptionally well. For example, she uses a wide variety of community resources, such as group sessions at the village hall, the library, local farms and attractions.

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provision

The childminder has excellent communications with parents. She shares her excellent practice through daily emails, diaries, discussion and 'wow' moments. Parents regularly discuss their children's achievements and make effective contributions to assessments of children's progress, including the progress check for children between the ages of two and three years. Parents also have good access to the childminder's website. Parents value the detailed information they receive about their children's day. The childminder has also developed exceptional partnerships with outside agencies and other partners in children's learning. She has strong links with the local pre-school and school where some of her minded children attend. She liaises closely with each child's key person, in order to full promote continuity in their learning. This effectively supports children's emotional security and ensures continued progress in their learning and development. The childminder also

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provision

has an excellent understanding of supporting children with special educational needs and/or disabilities. The childminder has an excellent support network and is willing to share her exceptional practice and learn from others. She is innovative and inspirational and provides an excellent service for children and families who attend her setting.

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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 EY368435 Local authority Leicestershire Inspection number 878558 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 9

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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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