Childminder in Leicestershire

Inspection date

Previous inspection date 03/06/2014 22/01/2009

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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 benefit from the able skills of the childminder, who has an accurate understanding of how children learn, effectively engaging and encouraging them.  Children form strong relationships with the warm and caring childminder. Consequently, children are confident and happy in her care.  The childminder places a strong emphasis on keeping children safe and healthy. She maintains a comprehensive range of policies, procedures and records that underpin her practice.  The childminder has formed strong partnerships with parents. She keeps them well informed through daily discussions, and the sharing of development records.

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It is not yet outstanding because

 The childminder does not always exploit opportunities for children to explore and investigate natural materials and objects, to further enhance their understanding of the world and nature.

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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 and observed the children at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at evidence of suitability and qualifications of the childminder, and her self-evaluation and improvement plan.  The inspector looked at children's assessment records and planning documentation.

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Inspection activities

 The inspector took account of the views of parents and carers from information included in the childminder's own parent information documentation.

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Information about the setting

The childminder was registered in 1988, on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. She lives with her husband and adult son in Hemington, Derbyshire. The whole of the ground floor, along with a first-floor bedroom, are used for childminding and there is a fully enclosed garden for outdoor play. There are currently seven children on roll, three of whom are in the early years age range. The childminder is able to take and collect children from several local schools. She attends the local parent and toddler group and is a member of a local childminding support group. The family has two dogs.

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

 extend opportunities to better promote children's understanding of the world and nature, such as by increasing the range of natural resources and objects.

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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 how children learn and provides a wide range of activities within and outside the home. Children have an individual learning journal that details their starting points, ongoing progress and next steps. The childminder uses this information well, successfully planning a balance of activities and learning opportunities reflective of individual children. Teaching is good and children enjoy a balance of adult-led and child-initiated activities. They show their enjoyment as the childminder leads a story session and when she sits alongside them, as they complete a craft activity of their choice. She asks open-ended questions and introduces new vocabulary, without distracting from the task in hand. In addition, she also responds to young children's attempts to make conversation, supporting them to develop their

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who attend

thinking. Therefore, children make good progress according to their starting points.

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who attend

Young children show their delight in exploring simple man-made equipment, promoting their awareness of technology. They press and push buttons, turn equipment on and off, successfully using a range of tools and equipment when exploring and making models with dough. However, children have fewer opportunities to investigate and explore natural materials and objects within the home and outdoors. This does not fully enhance children's understanding of the wider world and nature. The childminder and children learn about a range of festivals together. This helps children to begin to be aware of people from different faiths and cultures. Children have easy access to books and look at these independently or with the childminder, singing familiar songs and rhymes together. They enthusiastically join in with the actions and key words of their favourites stories, turning the pages of their favourite books. This promotes children's communication, social

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who attend

and physical skills. The childminder encourages children to choose what they want to do and they have access to a good range of resources. Through practical activities, children develop an awareness of number, shape and colour. For example, they use a variety of containers to pour water as they wash the doll in the water tray. The childminder introduces words, such as 'empty and full' to describe them. This helps children to develop the key skills needed for their future learning, in readiness for school. Children are developing their physical skills well, as they regularly go for walks in the community and visit the local park near the childminder's home. In addition, they also have access to the childminder's garden, where they can use an increasing range of toys and resources. Children's physical movements are developing well. For example, they feed themselves with ease and skilfully use a range of craft materials to draw, colour, write and make

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who attend

The arrangements for updating parents about their children's progress and involving them in their learning are successful. This results in children making good progress in their learning, as a consequence of a shared and consistent approach. Parents are regularly invited to share information, discuss development summaries and contribute to children's individual learning journals. The childminder is minding children who are aged two years; she is fully aware of the requirement to complete the progress check between the ages of two and three years. She has all the written information in place and has worked with parents and carers to complete the necessary reports in the required time-frame.

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

Children are cared for in a homely and welcoming environment. The calm atmosphere supports children's learning and they have close, positive relationships with the childminder. Children are familiar with the routines; confident and emotionally secure in the environment. The childminder works closely with parents, taking care to ensure that she finds out all of the relevant information about children's individual routines and care needs. She spends time getting to know the children; settling-in sessions are agreed and reflective of individual children. This supports strong bonds and transition from their home to hers. Children are active or restful through choice; young children sleep in line with their individual needs and how they feel most comfortable.

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

Children behave well and the childminder has realistic expectations of them. She consistently acknowledges children's positive behaviour and considers her responses, so that they are reflective of individual needs and levels of understanding. She ensures that she is a positive role model, calm and sensitive in her approach. 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.

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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 rear garden and also visit the local parks and recreational areas. This contributes to their physical development and learning about healthy lifestyles. In addition, young children are supported in learning how to take managed risks and keep themselves safe. For example, with support from the childminder, they are able to climb up and down play equipment and consider road safety when out walking. The childminder ensures she follows good hygiene procedures and encourages children to do the same. In addition, individual hand towels minimise the risk of cross infection. Young children show a developing awareness of their own self-care when they recognise they are hungry and thirsty, helping themselves to drinks and vocalising their needs to the childminder. The childminder works with parents in order to

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

agree arrangements for providing meals and snacks, and to discuss any individual dietary requirements. Children sit with the childminder at lunchtime, enjoying the social occasion of eating together. Young children are independent when eating and drinking, meaning that that their self-help skills are appropriately promoted and they begin to gain the skills to support their next stage in learning, such as moving onto school.

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provision

Children stay safe as the childminder has a good understanding of her responsibilities to meet the safeguarding and welfare, and learning and development requirements of the Early Years Foundation Stage. She has attended first-aid training, safeguarding training and she has a secure understanding of child protection issues. She is confident in what to do should she have concerns about a child in her care and how to deal with accidents. These measures help to protect children. All the necessary checks have been completed to confirm that all adults in the home are suitable to be in regular contact with children. In addition, clear procedures for managing and checking visitors are in place. The childminder closely supervises the children. Safety within the home, garden and outings is effectively promoted, as the childminder carries out daily visual checks and maintains risk assessments. Documentation and records are well organised and reviewed regularly. This

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provision

includes systems for recording information about children's specific needs. Careful consideration is taken by the childminder to ensure the resources are well suited to the learning needs of the children who attend the setting.

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provision

The childminder demonstrates a strong commitment to her role and to providing a good service for children and their parents. She monitors children's progress to ensure activities provide them with good levels of challenge and enjoyment. She has completed mandatory and additional training, giving her a good understanding of her responsibilities to meet the care and learning needs of children. She shows a strong commitment to ongoing improvement. For example, self-evaluation is used effectively; reviewed and updated to reflect changes that have been made. It is also used to highlight further ideas for development. All parents and children are actively encouraged to contribute their thoughts and comments, which the childminder ensures she values and acts upon.

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provision

The childminder has developed positive relationships with parents. She ensures that they are kept informed about their child's care and activities that they have participated in. They are encouraged to share what they know about their child when they first start to attend, so that the childminder is able to meet their needs and help them settle quickly. Their views are obtained through discussions. The childminder takes on board any comments, using them to inform and improve her service. The childminder has worked hard to forge positive relationships with other providers children attend, sharing weekly planning and activity information with them. This ensures 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 225131 Local authority Leicestershire Inspection number 818276 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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Telephone number

set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises, which are usually the childminder’s own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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