Childminder in Derbyshire

Inspection date

Previous inspection date 02/05/2014 08/11/2010

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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 develop a strong sense of belonging with the childminder, which effectively supports their emotional and physical well-being.  Children make good progress in their learning. They benefit from consistently effective teaching and support in their learning.  Children learn about the impact and possible consequences of their behaviour, because of the childminder's gentle reinforcement of rules and expectations.  The childminder develops her knowledge of child development through on going training, which helps her make continual improvements to her practice.  The childminder develops strong partnerships with parents when children first start, so that she is clear about their individual needs.

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It is not yet outstanding because

 The childminder does not always give children time to process information and respond to her questions in order to progress their communication skills further.  The childminder misses opportunities to develop the use of numbers in the learning environment. Therefore, she provides slightly fewer opportunities to develop children's early mathematical skills in their play.

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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 her assistants and spoke the children.  The inspector observed activities indoors and outside.  The inspector did a joint observation with the childminder.

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Inspection activities

 The inspector sampled relevant documentation, including policies, procedures and the childminder's self-evaluation.  The inspector examined the childminder's suitability to care for children.

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Information about the setting

The childminder was registered in 2010 and is on the Early Years Register and the compulsory and voluntary part of the Childcare Register. She works at the home of her co- childminder, in Heanor, Derbyshire. Her mother is her co-childminder and her father and brother are assistants. The whole ground floor of the co-childminder's house is used for childminding and one room upstairs for sleeping; there is an enclosed garden for outside play. The childminder provides care from, Monday to Friday 7.30am and 6pm, all year round, except for Christmas, bank holidays and family holidays. The childminder is currently minding four children, of whom all are in the early years age range. Overall, there are currently 24 children on roll, of whom 10 are within the early years age range. The childminder collects children from local schools. She holds a child care qualification at level 3 and is 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 children's communication skills further by giving them time to process information and respond to questions

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

 extend further children's learning about numbers by, for example, providing number tracks in the learning environment, so that they can make references to these during their child initiated play.

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who attend

The childminder has a good understanding of the learning and development requirements of the Early Years Foundation Stage. Therefore, she provides children with a wide range of play and learning activities and helps them to make good progress in their learning. Parents are involved with children's learning from the start. For example, during their settling in visits parents complete an 'All about me' form. This includes information on children's starting points, capabilities, interests and routines. The childminder uses the information gathered to plan activities that are of interest to the children from the start. As a result, they settle quickly into the childminder's home. The childminder continues to make detailed observations of children's engagement in activities during their first weeks, so that she can plan activities to challenge children's development. She continues to observe and assess the children while they play. She uses this information to identify next

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who attend

steps in children's learning and to influence her future planning. In addition, the childminder has a very effective tracking process to note down children's achievements. These are used to identify any gaps in children's learning and successfully implement the progress check at age two. This enables her to be able to identify when early intervention is needed so that children receive the appropriate support to meet their learning needs. Children benefit from the effective partnership working between the childminder and their parents. This helps to support children's progress in learning because the childminder works closely with parents from the outset, in order to find out about their children's interests and their progress at home, and to share moments that make them proud. She continues to seek on going information from parents, so that children receive a consistent approach. They provide this information both verbally and in written communication books

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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. They explore and investigate while they play and enjoy the opportunities provided for them. For example, children become engrossed in hunting for bugs in the garden. Here, they explore the bug hotel and dig for worms. They are motivated learners. As a result, they are acquiring the necessary skills for school to be ready for school. There is a good balance of adult-led and child-initiated activities, to promote children's learning across the educational programme. There are plenty of opportunities for children to explore their interests, with positive interaction from the childminder to promote learning. The childminder effectively supports language development, repeating the sentence

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who attend

correctly, so that children can learn appropriate sentence structure. She questions children to help them think about what they are doing and predict what they could do next. However, she does not always give children time to process information and respond to the question. The childminder shows a clear awareness of how children learn through play and makes good use of routines to extend children's mathematical development. For example, she encourages them to count the train pieces and sort the cars into the correct box when they tidy up. She provides chalks and pencils for young children to begin making marks. She extends this by providing challenging activities for older children to write lists and individual letters, when they show enthusiasm for writing the letters in their names. These opportunities clearly help to promote children's early mathematical and writing skills.

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who attend

The childminder provides a wide range of books which children can reach from a low-level shelf which promotes their interest in reading. For example, children love the touch-and- feel books. They become engaged and thoroughly enjoy turning the pages to see what is next. The childminder interacts well and introduces words, such as soft, rough, bumpy to enhance their vocabulary. This provides children with good opportunities to begin to understand that books bring pleasure from an early age. To enhance children's literacy skills further, there is a varied selection of posters on the walls, which also promotes children's interest in print and words, so that they can understand that print carries meaning. However, there are fewer visual opportunities for children to see numbers in the learning environment, both indoors and outside. Consequently, there is slightly less chance for children to learn about these when playing. The childminder makes use of local

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who attend

groups to further extend children's experiences and to enable them to mix in larger groups. This supports their social skills and ability to interact with other adults and children. Children delight in playing outside and enjoy riding on sit-and-ride toys, negotiating the obstacles in the garden. The childminder makes use of a large local park to further develop children's physical skills. She takes additional resources including balls and bikes to the park so that children can explore in a large area. The childminder offers opportunities to paint and explore different media including glue and collage. Children show that they are curious and confident, even if they have only been with the childminder for a short time. This results in a stimulating environment which nurtures all children's interests and develops positive attitudes towards learning.

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

The childminder knows children well. The warm, caring relationships she develops with them enables children to relax and enjoy their activities in her co-childminder's home. This effectively supports children's growing self-confidence and helps them to feel emotionally able to transition to school. The childminder's knowledge of individual children's routines enables her to meet their needs and provide continuity of care. She makes sure children are well nourished and have their personal care and hygiene needs met in comfortable, safe and clean surroundings. Children settle well and develop affectionate relationships with the friendly, approachable childminder. Children demonstrate that they feel very safe and secure in this welcoming environment. The childminder has a good knowledge and awareness of children's individual needs and interests. As a result, children settle well and feel very much at home with the childminder and her family. The childminder successfully

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

promotes children's good behaviour; children share, take turns and have positive relationships with others. The childminder provides positive ways of encouraging children, which results in them carrying out small tasks, such as putting toys away effectively. Children learn to behave well because the childminder gently asks them to consider the impact of their behaviour on others' and their own safety. She rewards positive behaviour, such as tidying up, with stickers. Children's achievements are celebrated in detail. There are displays of children's creations throughout the playroom. This provides them with a good sense of belonging, because they feel valued. The childminder thoroughly supports them through her positive and caring interactions. This in turn helps children's emotional development well.

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

Children happily explore the well-organised environment, especially the playroom. The childminder has paid attention to providing children with an abundant range of high- quality toys and resources, which are easily accessible to help them make choices about their play. She has carefully considered the age of the children and ensured that toys with small parts are stored on high shelves to prevent risk to younger children. The childminder helps children to develop independence skills. For example, children learn to pour their own drinks and learn to fetch and put on their shoes and coats. These opportunities help children to gain the skills they need for the eventual move to school. There are very good opportunities for children to learn about keeping themselves safe. For example, they learn to use tools safely as they prepare ingredients for their cooking activities, or as they independently prepare fruit for their snack time. The childminder is clear about her

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

evacuation process from the home and she practises fire drills regularly with the children. This helps the children to learn what to do in an emergency.

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

Children benefit greatly from healthy and nutritious snacks and meals prepared in a thoroughly clean kitchen. The childminder has exceptional knowledge of children's special dietary requirements and ensures that all meals are suitable. The childminder provides children with well-balanced meals and snacks and ensures that drinking water is always readily available to encourage them to drink more to avoid dehydration. There is choice as children choose from 'platters of sandwiches', fruit and salads for tea to ensure all children have something to eat that they like. The childminder promotes hygiene exceptionally well and supports the children to follow these consistent routines. For example, children understand the importance of washing their hands before they eat their snack. They choose a separate towel to dry their hands to prevent any spread of infection. The childminder's good use of local play areas and parks supports children in developing

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

physical skills and they benefit from regular outdoor activities and fresh air. Children's developing communication skills, self-confidence and independence equip them with skills that they need for their future moves to nursery and or school. The childminder works closely with parents and local schools to provide consistency and continuity of care for when they make these moves.

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provision

The childminder has developed a good understanding of her responsibilities in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. She is organised in her practice and attends regular training courses, such as for safeguarding and first aid. The childminder demonstrates a clear awareness of child protection issues and procedures to follow any concern arising. She understands her responsibility in assessing the suitability of those in regular contact with children. This helps to protect children's welfare. The childminder completes suitable risk assessments of her home and outings and has put effective prevention in place. She continues to assess identified safety issues on a daily basis. In addition, she regularly updates of her overall risk assessments according to children's developing abilities. This effectively helps to minimise risks to children's well-being. She supervises children well and has good behaviour management

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provision

strategies. For example, she has house rules, which help children to understand what is and what is not expected of them, consequently, children behave well. As a result, children play safely and have a positive childcare experience that forms a good platform for their future learning.

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provision

The childminder has good understanding of the learning and development requirements of the Early Years Foundation Stage. Children are actively involved in a broad and balanced range of experiences. The childminder assesses children's progress well and completes an overview of children's achievements to enable her to identify if there are any gaps in children's learning. Consequently, children make good progress in their learning and development. The childminder evaluates her provision well. She talks to the children about what they enjoy, making a display of their current interests, so that she can use of this information to improve the activities she provides. The childminder invites parents to contribute to her self-evaluation process using questionnaires. She monitors her provision well using a reflection journal. She identifies what action to take, how best this can be resolved and how it has benefitted children. For example, the childminder has noticed that

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provision

when children are playing outside they are not always covering the seven areas of learning. She is, therefore, making improvements to the area, such as creating a growing patch and putting more early writing materials outside. This will aid children's all-round development.

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provision

The childminder provides parents with clear details on the provision offered to their children. For example, she gives parents copies of her policies and provides clear information on the aspects of each area of learning and how these support children's development. For example, parents receive copies of the complaints procedure and can look at the policy folder, which contains relevant information on, for example, food and drink and equal opportunity, as well as behaviour management. The childminder keeps parents well-informed of their child's daily activities through the use of daily diaries and discussion. She also understands the benefit of sharing information on children's development with other providers they attend and initiates on going liaison with them. This actively promotes a continuous approach to their care and learning needs. Parents comment favourably about the childminder commenting that 'she is always approachable'

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provision

and that she has an 'excellent rapport with her child'. The childminder works well in partnership with parents and professionals to support children's development. There is good communication with other early years settings that the children may attend to provide continuity in children's care, 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 EY411737 Local authority Derbyshire Inspection number 967757 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 24

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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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