Childminder, Out-of school day care in Derbyshire

Inspection date

Previous inspection date 03/06/2014 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable 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's personal, social and emotional development receives high priority, meaning they are happy and confident. Relationships between the childminder and the children are strong.  Children make good progress towards the early learning goals relative to their starting points. They benefit from consistently effective teaching and support in their learning.  The childminder promotes children's care and welfare through her good knowledge and implementation of the safeguarding and welfare requirements.  Good communication with parents results in the childminder being up-to- date with children's changing needs, enabling her to support these effectively.

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It is not yet outstanding because

 There are fewer opportunities for children to gain an awareness of numbers in their play to enhance their mathematical development.  The childminder does not consistently provide sufficient resources to cover all areas of learning in the outdoor area to further promote children's all round development.

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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 children in their play and in their interaction with the childminder both inside and outdoors.  The inspector held a joint observation with the childminder.

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Inspection activities

 The inspector sampled a range of documentation including the written views of parents.

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Inspection activities

 The inspector checked the childminder's suitability, her qualifications and self- evaluation documentation.

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Information about the setting

The childminder registered in 2013 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and two children aged 13 and 14 years in Breaston, Derbyshire. The whole of the ground floor, which includes bathroom facilitates, and a rear bedroom is used for childminding purposes. The rear garden is enclosed and used for outdoor play. The childminder provides care from Monday to Friday, 7.30am to 5.30pm, 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. The childminder holds an appropriate early years qualification at level 4. She walks to the local schools and pre-schools to take and collect children. She attends local toddler groups and takes children to the library and parks. The family has five pet cats. The childminder is a member of the Professional Association for Childcare

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Information about the setting

and Early Years and receives support from the local authority.

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

 focus more precisely on providing opportunities for children to explore numbers and counting in their play to enhance their mathematical development

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

 maximise the use of the outdoor area by providing opportunities to cover all areas of learning, for example, to promote early literacy skills and areas for children to explore the natural world.

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who attend

The childminder has a secure understanding of the Early Years Foundation Stage and how children learn best through play. As a result, she provides a broad range of stimulating and exciting activities for children to enhance their learning. The childminder knows the children extremely well. She takes into account each child's interests, ages and abilities when planning activities and therefore, challenges and engages the children effectively. In addition, she observes the children closely during their play to help her make accurate judgements about children's next steps in their learning. Consequently, children make good progress towards the early learning goals and they are well prepared for starting school. Assessment procedures are robust. The childminder uses the information she gathers to successfully complete the required progress check for children aged between two and three years. She is able to identify any gaps in children's learning. As a result, she

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who attend

can target support for children when early intervention is needed, so that their learning needs are met and they can make as much progress as possible. The childminder completes individual profiles of children's achievements which she shares with parents. She has good relationships with parents, who contribute to children's records from the beginning through an 'all about me' form. Parents regularly share information about children's achievements at home. This means that there is an effective two-way system, which helps children's overall development.

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who attend

The childminder makes sure that each child has fun while they are learning. She teaches the children through positive interactions, talking to them about what they are doing. She joins in with their play and extends their thinking skills with open-ended questioning. The childminder uses her good knowledge of how children learn to pitch her teaching so it is effective for each child, which helps children make good progress in their learning. Consequently, children are keen learners and show the characteristics of effective learning. For example, the childminder plans a sand and water play activity; this captivates children and extends their understanding about cause and effect and promotes their handling skills well. Children transfer the sand into the water and watch it change. They are completely fascinated as they pour water over the water wheel and watch it splash. These actions clearly demonstrate children being effective learners as they explore and

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who attend

investigate with guidance and support from the childminder where necessary.

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who attend

Children enjoy their time playing outside. They have opportunities to use physical equipment in the garden and gain skills, such as climbing and balancing. They skilfully ride tricycles and negotiate pushchairs around the obstacles, demonstrating good physical skills. However, there are fewer opportunities for children to explore all areas of learning outside. For example, there is no visible print or access to early writing or areas to investigate the natural world. The childminder promotes children's speaking and listening skills effectively and introduces new vocabulary to further extend their language and communication development. She constantly talks and listens to the children attentively and praises them frequently. The childminder has created a reading tent and children use this independently from a young age to look at books. To further this enjoyment of books the childminder has introduced story sacks to help children concentrate and listen to

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who attend

stories. As a result, children are beginning to understand that stories are pleasurable. Mathematics is taught generally well, through planned activities, such as baking and sorting objects by size, shape and colour. However, the childminder sometimes misses opportunities to count with children, to fully develop their understanding of numbers. Children thoroughly enjoy using musical instruments. They express their creativity as they bang and shake the instruments and sing along to tunes with the childminder. This also demonstrates the children are happy to be in the childminder's care and are learning through fun activities that provide them with the skills they need in preparation for school.

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

Children are welcome in this very friendly and comfortable home. The childminder has a good knowledge and awareness of children's individual needs and interests. She works successfully with parents to help children settle in and to learn about children's care routines and needs. She provides a daily routine of activities in which she includes each child's own routine. This helps children feel secure in the move between their home and the childminder's care. As a result, children settle well and feel very much at home with the childminder and her family. They begin to form friendships and make good relationships, which supports children's emotional well-being. The childminder helps children to develop positive attitudes and good behaviour. She is a calm and gentle role model, providing consistent messages to help children learn to play kindly, be gentle and to share. This all helps to promote children's personal, social and emotional development

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

successfully. The childminder supports and encourages children in joining in with other children and trying to do things for themselves. She praises and motivates them, so they are keen to do well and grow in confidence.

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

The childminder creates a welcoming and inviting environment indoors. She develops this by displaying photographs of the children and their artwork. Children recognise these and talk about their families and friends, developing a strong sense of belonging. As a result, they begin to confidently explore and learn. The childminder provides children with high quality toys and resources, which are stored in low-level units and floor boxes, to aid independence skills and provide choices for children. The childminder supports children's self-help skills well. For example, young children learn to drink from an open cup and older children wash their hands and put their own shoes and coats on. These opportunities help children to gain the skills they need for the eventual move to school. Children play within a safe and secure home in which the childminder supervises them closely. Children learn about keeping themselves safe effectively. For example, they learn not to climb on

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

furniture and how to manage steps safely, and the childminder supports younger children's developing mobility in safe spaces. In addition, the childminder is clear about her evacuation process from the home and she practises fire drills regularly with the children. This helps 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 are developing healthy lifestyles. They enjoy daily fresh air and exercise when they visit local parks and the childminder's garden. The childminder provides children with healthy fresh fruit snacks and nutritious meals, as agreed with parents. Children sit and eat together around the table. This promotes good eating habits and provides happy meal times in which children eat well to ensure they are nourished throughout the day. The childminder takes children to various places in the community to help with the preparation for their move to pre-school or school. They enjoy visits to the library, shopping and attending toddler groups. This helps children to mix with other children away from the childminder's home. In addition, the childminder reads stories about going to school. She also liaises with the pre-school staff and provides a summary of children's achievements. As a result, the children are emotionally prepared for their move to pre-school or school.

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provision

The childminder understands her responsibility in meeting the requirements of the Early Years Foundation Stage to keep children safe and promote their learning. She ensures that her home is safe and secure. All necessary checks are complete for members of the household aged 16 years and over, and she ensures that she never leaves children unsupervised. The childminder makes parents aware of her thorough safeguarding policy. She has a clear understanding of safeguarding children procedures. She is able to respond to any potential concerns appropriately and swiftly. The childminder has training in safeguarding and first aid, which helps to ensure she promotes children's well-being. The childminder helps to protect children from harm by completing regular risk assessments for all areas the children use, as well as outings. She supervises children well and ensures that doors are secure and stair gates closed, which keeps children safe. As a result,

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provision

children play safely and have a positive childcare experience that forms a good platform for their future learning. A range of written policies successfully reflects the service she provides with regard to meeting children's needs.

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provision

The childminder evaluates her practice well. She has good understanding of her strengths, such as her relationships with children and their parents and knowing what works well for specific children. She has identified where she can make improvements to benefit the children in her care, such as to develop the indoor environment by providing more natural resources so that children can use them to increase their sensory awareness. Recent improvements include producing song bags to increase children's communication and language development. This demonstrates the childminder's enthusiasm and good capacity to drive improvement. The childminder has a positive attitude to her work. She monitors the educational programmes effectively to ensure that children make good progress. She is aware of, and addresses well, the learning and development requirements of the Early Years Foundation Stage. She has a strong commitment to increasing her

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provision

knowledge and attends short courses run by the local authority to achieve this.

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provision

Partnerships with parents are strong. This is mainly because the childminder has effective systems of communication that parents appreciate. Feedback forms demonstrate a positive consensus of opinion with comments, such as 'the childminder offers an exceptional service and we receive good communication'. Parents are given plenty of opportunities to find out about what activities are planned through daily diaries. The childminder obtains views from parents on her provision through daily discussion, thereby ensuring that children's care is consistent and parents are up to date with their children's activities and progress. These views are valued and considered as part of the childminder's ongoing self-evaluation process. There are secure arrangements to share information with other early years settings that the children may attend. For example, the childminder meets with the key person of the pre-school each half term so that they can observe

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provision

children's next steps and plan together. She also liaises effectively with local schools to provide continuity of care and learning for the children.

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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 EY472677 Local authority Derbyshire Inspection number 949151 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

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Name of provider

Date of previous inspection not applicable

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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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