Childminder in Leicestershire

Inspection date

Previous inspection date 07/05/2014 22/10/2013

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early years provision

This inspection: 2 Previous inspection: 4 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 are cared for in a nurturing and supportive environment. They are happy and form close bonds and attachments with the childminder, who has a calm and caring approach.  The childminder has a good understanding of the children that attend her setting and how they learn. She provides a wide range of activities and experiences to promote their learning through play, conversation and outings into the local community. As a result, children make good progress in their learning.  The childminder safeguards children well in the setting because she has a secure knowledge and understanding of her role and responsibility in keeping children safe from harm.  Good partnerships with parents enable the childminder to effectively meet children's individual care and learning needs.

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It is not yet outstanding because

 Children's opportunities to be creative and explore different media are not maximised because resources, such as, art and craft materials, are not easily accessible.

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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 spoke with the childminder at suitable times throughout the inspection and observed her engage in activities with the children.  The inspector also took account of the views of parents through written comments  The inspector took a tour of the premises.

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Inspection activities

 The inspector looked at evidence of suitability and qualifications of the childminder children's learning journey records, planning documentation, the childminder's self- evaluation and a selection of policies and children's records.

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Information about the setting

The childminder was registered in 2006 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder works with an assistant. She lives with her husband, parents and 15 year old daughter. The whole of the ground floor, two bedrooms on the first floor and the rear garden are used for childminding. The family has two dogs and two cats as pets. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently 12 children on roll, eight of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays.

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

 increase and make available the already suitable equipment, such as, art and craft materials to enable children to independently explore a range of media and enhance their opportunities to be creative.

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who attend

Children make good progress in their development because the childminder is attentive and supportive. She has a good knowledge of the individual children that attend her setting and how they learn. She provides a wide range of activities within and outside of the home that reflect children's individual preferences and successfully engage them in positive learning experiences. The childminder successfully uses a web based tool to support her in recording observations of children's achievements. She inputs the information and uses this as an ongoing assessment and reviews children's progress on a regular basis. This means that she can carefully consider how to support and plan for children's next steps in learning. Parents are kept fully informed through daily discussion and access to their children's web based records. Parents are actively invited to make comments and add notes to promote a two-way exchange of information. These

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who attend

arrangements result in children making good progress in their learning as a consequence of a shared and consistent approach. The childminder is minding children who are aged two years, and is fully aware of the requirement to complete the progress check at age two. She has all the necessary information in place and has worked with parents to complete the necessary reports in the required time frame.

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who attend

The childminder is adept at supporting children's communication and language development. She talks to them as they play, and uses simple words and sentences to describe their activities. She uses picture and story books to effectively support language development. Younger children identify and name familiar objects. Through open-ended questioning the childminder gives older children the time to reflect before describing what they think will happen next. Trips to the library and story sessions also help to promote an interest in books and reading. Children have good access to mark making equipment both indoors and outside. For example, they enjoy creating shapes, lines and dots with chalk on the garden path and use tools to make marks in play dough inside. The childminder supports mathematical development well during play activities. She encourages children to count as they step from one stone to the next. During a threading activity to support

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who attend

children's fine motor skills, children sort beads and create patterns on the thread. The childminder ensures that she provides opportunities for children to practise and learn to do things for themselves, such as, putting on their own shoes before playing outside, and using the toilet independently. This helps children to develop the key skills needed for their future learning in readiness for school.

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who attend

Children's creativity is generally well promoted. They show their growing imagination as they engage in role play and talk animatedly to friends and family on play telephones. Children enjoy singing and listening to music and show delight as they join in with their favourite songs and rhymes. Children take part in creative activities and messy play. However, these tend to be more adult-led activities with resources being accessible at specific times. This reduces the opportunities for children to access these independently. Consequently, there is scope to review the organisation of art and craft materials in order to maximise children's opportunities to be creative and explore a range of media. Children are developing their physical skills well as they regularly play in the childminder's large garden where they make full use of a good range of equipment. For example, they successfully propel themselves forwards, backwards and around obstacles on sit and ride

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who attend

toys and bikes. They enjoy a group game of football, showing how they can balance on one foot to successfully kick the ball into the net.

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

Children are happy, settled and demonstrate good levels of confidence. The childminder has developed close and caring relationships with all the children. The childminder collects detailed information from parents before children start. For example 'all about me' sheets filled in by parents help the childminder build up a clear picture of the children. As a result, their needs are met well and children make a smooth transition from their home to hers. In addition, daily communication with parents verbally, ensures children's needs are met on an ongoing basis. Children move around the identified play space confidently and easily access the majority resources from well-organised storage. They show they are comfortable and have forged strong attachments with the childminder as they involve her in their play. For example, they share a favourite book and revisit the familiar story together. The childminder teaches children about good behaviour through consistent

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

boundaries and clear and realistic expectations. She ensures she is a positive role model and is warm and sensitive in her approach. She provides activities that help them learn to take turns and play cooperatively with their friends, such as, team games in the garden. Consequently, children play in a calm and harmonious environment. The childminder provides further opportunities to support children's personal, social and emotional development through everyday routines and activities. For example, she attends community groups with the children on a regular basis providing opportunities for them to meet and play alongside their peers in different surroundings. This helps them to build their relationships with others and effectively supports their readiness for the larger social experiences of nursery or school. The childminder is aware of how to support children moving on to other providers, such as, school. She knows of the need to exchange

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

information to ensure children's needs are met effectively during this time of change. As a result, children are being prepared emotionally for future learning from an early age.

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

Children are actively encouraged to develop healthy lifestyles and enjoy outdoor play on a regular basis. They have easy access to the childminder's large rear garden and also visit the local parks and recreational areas. This contributes to their physical development. In addition, children are supported in learning how to take managed risks and keep themselves safe. For example, she teaches them to practise the fire drill and to slow down and be mindful of steps when rushing outside to play. The childminder is conscientious about good hygiene, which she passes onto the children, for example, washing hands before eating and after playing outside, to minimise the risk of cross infection. The childminder works with parents in order to agree arrangements for providing meals and to discuss any individual dietary requirements.

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provision

The childminder provides a welcoming, family environment for children. Their welfare is effectively promoted as the childminder has a secure understanding of child protection procedures and shares a commitment to report any concerns to the relevant agencies. She has a clear safeguarding policy, which she shares with parents and both herself and assistant have attended safeguarding training to increase their knowledge and understanding. The required checks have been completed on the adults in the home to ensure they are suitable. In addition, the childminder is aware of her responsibilities to ensure that these are kept up to date in line with the requirements of her registration. The childminder uses a combination of written and web based records, policies and procedures. These are well organised and all appropriate parental permissions, such as, outings and using an assistant, are in place. In addition, the childminder and her assistant

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provision

have completed first aid and food hygiene training. As a result, children are well protected in the setting. Risk assessments are completed for the indoor and outdoor environment to ensure that they are safe and secure. In addition, the childminder ensures that children are appropriately supervised and makes best use of her assistant at key times, such as school pick up. She remains vigilant and checks the environment daily before children arrive in order to identify and address any potential hazards. In addition, she takes positive steps to ensure the premises are secure in order to prevent unauthorised persons entering her home.

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provision

The childminder has worked hard to address the gaps in her provision. She has successfully addressed the actions raised at her last inspection, including how she uses her observations and assessments of children's learning to plan activities that are matched to children's individual next steps in learning. Children's learning is monitored through a web based tracker tool. The childminder is passionate about her role and demonstrates a strong commitment to provide a good service to children and their parents. Her self- evaluation highlights further ideas for onoging development and consequently, demonstrates her ability to reflect on her service.

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provision

The childminder works well with parents. Written comments contain very positive and supportive remarks about the childminder. They remark on the strong relationships between their children and the childminder and the broad range of activities that are available. Parents are kept well informed about children's care routines and learning achievements. This is managed through daily verbal feedback and access to the web based tool that the childminder uses in her setting. Additional information, such as, planned activities and learning opportunities, are displayed on a notice board. The childminder is fully aware of the importance of obtaining as much information as possible about each child's individual needs from parents. Together they agree how they can work together to meet children's needs.The childminder understands the importance of sharing information and working partnership with other providers and local primary schools to

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provision

meet the needs of individual children. She has worked hard, and continues to do so, to forge positive relationships with others to ensure that children receive a shared and consistent approach towards their care and learning.

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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 EY341210 Local authority Leicestershire Inspection number 966523 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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