Wilkinson, Julie Ann

Inspection date

Previous inspection date 16/04/2014 08/04/2013

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early years provision

This inspection: 2 Previous inspection: 2 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

 Teaching is good. The childminder provides a varied range of activities and is very effective at maintaining a good pace, so that children are interested, stimulated and are keen to engage with the activities on offer.  The childminder has good partnerships with parents and carers, she is constantly gathering and sharing information to help children to settle and support their needs and their learning and development.  The childminder appropriately promotes children's safety, through effective risk assessments of both the premises and outings. She has a sound understanding of the procedures to follow in the event of any child protection concerns.  The childminder's effective evaluation of her practice ensures that there is appropriate challenge in children's learning and development.

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It is not yet outstanding because

 On occasion, the childminder does not fully support older children's understanding of mathematical terms, for example, more complex shape names.

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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 kitchen, lounge and the outside learning environment.  The inspector looked at children's assessment records.  The inspector looked at the provider's self-evaluation form.  The inspector discussed practice and the childminder's policies and procedures.

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Information about the setting

The childminder was registered in 1998 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and one adult child in a house in Swadlincote. The whole of the ground floor and a first floor bedroom, along with the rear garden, are used for childminding. The family has a dog, tortoises and lizards as pets.

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Information about the setting

The childminder attends a toddler group. She visits the park on a regular basis. She collects children from the local schools and pre-schools.

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Information about the setting

There are currently 12 children on roll, seven of whom are in the early years age group and attend for a variety of sessions. She operates all year round, from 8am to 6pm, Monday to Friday, except bank holidays and family holidays. 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:

 extend support for older children's understanding of mathematical names or terms, for example, by providing visual aids, such as pictures or objects.

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who attend

The quality of teaching is good because the childminder has a sound understanding of how children learn. The childminder offers a broad range of activities to support children's learning and development across the seven areas of learning. The childminder is very effective at maintaining a good pace to the activities, so that children are interested, stimulated and are keen to engage with the activities on offer. Through constant observations of children during play, the childminder develops a useful picture of each child's achievement levels. She then identifies what each child needs to do next. This is sufficiently challenging to move children forward. The childminder gathers useful information from parents and carers, of what their child can do when they first start. The childminder continually shares information about children's achievements with parents and carers. She also shares information about their next stage of learning and how parents

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who attend

and carers can support this at home to ensure consistency. The childminder encourages and values parents and carers contributions to the observation and assessment process. The childminder provides good quality information as part of the progress check at age two to ensure other professionals have the necessary information to ensure early intervention if required. Good teaching strategies enhance children's independence and relationships with others. This also supports children in developing the skills they need for future learning. The childminder is effective at letting children lead their own play and taking a step back, to encourage them to initiate their own games and play with others. As a result, children play well together and are interested in what others are doing. Older children often help or play with younger children. When interacting with group activities, the childminder skilfully includes all children at their own level and gives attention to each child. For example, all

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who attend

children attempt to complete jigsaws of various complexity. The childminder gives initial instructions to the older children to start them off, to find the corners and straight edges and then use the picture as a guide. The childminder gives additional support to younger children, guiding them to turn the pieces to fit them together and to begin to use the picture by identifying and matching colours within it. She praises children's efforts to boost their self-esteem.

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who attend

The childminder gives good support to promote children's communication and language. The childminder shows an interest in what children do. As children produce some artwork, the childminder chats about what they have drawn. She encourages children to use descriptive language by the use of open-ended questions. As a result, children become animated as they describe their work. She offers suggestions of additional resources they could use to extend their artwork and as a result, she is effective in encouraging children's imagination and creativity. They proudly describe the maze they have drawn and then turn this into a treasure map, using pirate stickers. The childminder consistently gives clear explanations to support children's understanding of the routine and what is happening next. This effectively supports younger children's understanding skills, as well as the expectations. Good support is in place for children's literacy skills. Younger children

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who attend

make marks with crayons when drawing and the childminder prompts children to write their name on their artwork. They use chalks outside to draw pictures and to write their name, as well as numbers. This also helps children to develop their small muscle skills. Some of the older children then start to attempt to draw different shapes. There is some discussion about different and more complex shape names. However, the childminder does not always reinforce their learning, for example, by using visual aids to support children's understanding of what the shape looks like. Children have suitable opportunities to develop an understanding of the world. A child shows an interest in an insect and the childminder gets out the bug hunt resources and encourages children to look for different insects outdoors.

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

Children's emotional well-being is effectively promoted. Through effective information gathering at the time of placement, the childminder establishes children's needs and routines. Ongoing discussions with parents and carers ensure that children's needs and routines continue to be met. Children settle well and thoroughly enjoy their time at the setting. Through effective role modelling and encouragement by the childminder, children develop good relationships with others. The childminder is very positive in her interaction with children, effectively encouraging children to do the same. As a result, children of all ages play well together and show respect for each other, as well as the environment. Children explain how much they enjoy spending time there and do not want to go home, as they are having fun. The childminder is effective in teaching children about right and wrong. The childminder clearly establishes the routines and house rules, which supports

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

children's understanding of the expectations. She is effective in her methods to manage any inappropriate behaviour. The childminder uses praise and positive reinforcement to encourage children to modify their behaviour. The childminder uses stickers to reinforce good behaviour and to support children in feeling good about their achievements. The childminder takes a proactive approach to supporting children's emotional well-being, as they start at other settings. She offers to accompany them on their visit to the other setting and talks positively about this with them.

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

Through effective organisation of the environment, the childminder supports children's free movement and enjoyment. They help themselves to the toys and resources and decide where they want to play. The childminder effectively supports children to move freely between the indoors and the outdoors. As a result, they develop their independence and confidence. Children regularly choose to play outdoors, which ensures they have plenty of fresh air. The childminder also takes children to the local park where they can play on large climbing equipment, which further promotes their physical development.

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

The childminder is effective in teaching children an understanding of their own safety. They ask if they want to go outside and carefully walk down the steps holding onto the handrail. Children find their own space if other children are playing in the same area. The childminder has clear rules for when she is out and about, which includes teaching children about road safety. Younger children hold on to the pushchair or hold hands with the childminder as they are walking. The childminder teaches children a saying about crossing the road, which encourages them to check for cars and therefore, that it is safe before they cross. The childminder effectively supports children's understanding of good health and hygiene. She consistently talks to them about the importance of washing their hands at appropriate times. As a result, children understand that they are removing germs before they eat or after going to the toilet. The childminder gives children a choice of

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

healthy snacks and talks about which foods are healthy and which foods are a treat to be enjoyed on occasion.

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provision

The childminder is meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. She undertakes appropriate risk assessments, of both the premises and outings, including when she is transporting children in a vehicle, to continually promote children's safety. This includes a suitable risk assessment of children's access to her pets, including the dog, to promote children's safety. She provides effective supervision of children both on the premises and on outings. The childminder gives the older children freedom to move around the house but within safe limits. The childminder has a sound understanding of how to deal with any concerns about child protection issues. This includes a suitable understanding of possible signs of abuse or neglect and the procedures to be followed. All household members are known to Ofsted to enable appropriate checks to be undertaken. The childminder demonstrates a suitable understanding of events or

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provision

The childminder is effective in monitoring children's learning and development and reflecting on her practice. For example, she evaluates her observations of children's achievements and how her provision is supporting their progress. This includes whether activities and resources continue to provide suitable challenge. Through this she identifies where she needs to improve, for example, purchasing additional resources that will continue to challenge and therefore, extend children's learning and development. She regularly encourages parents and carers to provide feedback on her service.

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provision

The childminder has good partnerships with parents and carers to meet children's needs. The childminder provides opportunities for discussions with parents and carers at a time that is convenient and when they can talk confidentially about their own child. She shares a range of useful information about her setting with parents and carers at the initial meeting. The childminder then shares information on a daily basis about children's needs, as well as their learning and development. This effectively promotes continuity of care for all children. The childminder is proactive in establishing relationships with other settings that children attend. She provides information about the child to help them settle at the other setting. She regularly shares and gathers information about children's achievements, so that she can consistently support their learning and development. The childminder also gathers information about the activities the other setting is providing, so that she can

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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 207681 Local authority Derbyshire Inspection number 968678 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 12

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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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