Childminder in Nottinghamshire

Inspection date

Previous inspection date 16/06/2014 17/03/2011

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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

 The childminder has a good understanding of how children learn and teaches them well through positive interactions, during fun and interesting activities.  The childminder has a good understanding of how to keep children safe, both physically and emotionally. She has put into place secure procedures for outings and has a good knowledge of safeguarding issues.  The childminder is proactive and shows a strong commitment to continuing her professional development through well-targeted areas for improvement and ongoing training.  Children's confidence and self-esteem are well supported by the childminder because she gets to know them well as individuals and forms secure attachments with them. This fosters their emotional security.

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It is not yet outstanding because

 Storage of some resources does not fully enable children to become independent and active learners in all possible ways.  The childminder does not fully maximise opportunities to involve all parents in their children's learning and development by helping them to regularly share what they know about their child's achievements.

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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 checked the childminder's suitability, qualifications and her policies and procedures.

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Inspection activities

 The inspector observed activities, spoke with the childminder and interacted with children at appropriate times during the inspection.  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 as discussed with the childminder.  The inspector observed parts of the home used by children.

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Information about the setting

The childminder was first registered in 1999. She is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. She lives with her husband and daughter aged 16 in north Nottinghamshire. The whole of the downstairs of the property is used for childminding. An enclosed garden is used for outdoor play. The childminder is able to take and collect children from local schools and pre-schools. The family have two dogs. The childminder provides care all year round from 7am to 6pm, Monday to Friday, except for family holidays and bank holidays. There are currently four children in the early years age group on roll, all of whom attend on a part-time basis.

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

 enhance the organisation of resources to be more accessible to all children to further support them in becoming independent and active learners

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

 strengthen the ongoing dialogue with parents, by encouraging them to regularly share their own observations about their child's learning, and use this shared knowledge and understanding to plan together and think through ideas of how to move the child forward.

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who attend

Teaching is good. The childminder has a good knowledge and understanding of child development and how young children learn and she uses this to teach them well. She plans activities, resources and the environment individually for each child she minds, based on their interests and her observations of their development needs. This ensures that children receive learning that is relevant to them, as a result, they make good progress in their learning and development. The childminder focusses on the prime areas of learning for the youngest children. For example, good opportunities are provided for them to be active and develop physically. They enjoy manoeuvring push and pull toys and begin to push themselves along on sit and ride toys. The childminder promotes their language development through labelling and encouraging their knowledge of first words. This helps them to consolidate their understanding and build on what they already know

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who attend

Children visit local childminding groups with the childminder and attend activities at a nearby toddler group. These outings enable them to socialise with children of a similar age and to play with different toys. They also go on regular outings to local parks. This helps them to learn about the differences within their local environment. All children join in the search for bugs and wild flowers in their natural habitat, as well as enjoy being in the fresh air and appreciating the open spaces. Babies and young children enjoy electronic toys, such as activity toys that encourage them to press buttons and lift flaps to gain a response through either music or flashing lights. They skilfully use shape sorters, becoming familiar with the different colour shapes they are using, and the childminder encourages them to find other shapes which might fit. Children are actively involved in learning about and celebrating cultural events throughout the year. This involves art and

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who attend

craft activities to reflect the celebration, and involves children using a variety of materials to express their creativity.

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who attend

The childminder knows the children she minds well and spends a great deal of time getting to know them to enable her to meet their individual needs. She has created effective systems for recording children's achievements and keeps a variety of photographs and observations of the activities children enjoy. These link closely to the seven areas of learning and children's next steps are clearly devised from the childminder's current knowledge of the child. Tracking systems are in place, which ensures children make progress from their starting points and are well prepared for their next stage of development, such as starting school. The childminder shares regular and up-to- date information with parents about their children's learning, including the progress check carried out on children aged between two and three years. However, systems to encourage parents to regularly share information about children's achievements at home

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who attend

are less well established, and there is scope to strengthen these arrangements to ensure that children fully benefit from a more effective two-way approach to their learning and development.

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

Children settle quickly with the childminder because she understands the importance of fully supporting the transition from home to her setting. Parents and children are invited to visit as often as necessary to ensure both are happy with the arrangements and the environment. There are warm and caring relationships evident between the childminder and the children, ensuring that they feel valued and secure. Children of all ages are encouraged to be independent. Younger children are supported to feed themselves at meal times and older children help to tidy toys and select new activities.

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

The childminder supports children as they play, she recognises children's achievements and provides plenty of praise for their good behaviour. This positively reinforces children's understanding of the expectations and boosts their self-esteem. The childminder makes good use of the learning environment. The whole of the ground floor and the rear garden, have been designated to children's learning. However, there is scope to maximise the range and presentation of resources to enable all children to consistently make choices in order to extend their own play. Parents feel well informed and confident in the childminder's care of their children. The childminder generally communicates well with them to share children's care routines and daily activities. As a result, partnerships with parents are good and secure bonds are formed with the children. This ensures children are emotionally prepared for any changes, such as when they move on to a new setting or

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

The childminder ensures children play safely through thorough supervision and guidance. She encourages children to be active and explore their environment, while teaching them safe practices. Children join in fire drill practises and daily checks of the premises ensure areas are suitably maintained. Children enthusiastically explore the garden, to which they have access throughout the day. They enjoy the wheeled toys, the see-saw and access the play house, all of which provides them with opportunities to develop their physical skills and challenge themselves. Children enjoy walking to and from toddler groups and learn about road safety as they walk. This enables children to enjoy a rich breadth of learning experiences beyond the childminder's home. The childminder is vigilant in preventing the cross-contamination of germs, as she ensures gloves are worn when changing nappies and uses disinfectant sprays to keep surfaces clean. As a result, children

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provision

The childminder has a strong understanding of her responsibilities towards meeting the requirements of the Early Years Foundation Stage, and provides a safe, welcoming and stimulating environment for children to enjoy. She has a secure knowledge of safeguarding and is confident with the measures to take should she have any concerns about children within her care. A range of comprehensive policies and procedures provide a clear focus on children's welfare. The childminder ensures that all parents receive copies of this documentation. All necessary permissions to support children's well-being are in place. Records for medication, accidents and attendance are thorough and regular emergency evacuation drills, carried out in case of fire, further ensure children's safety. The childminder has good processes for risk assessment in place, including for when she takes children to the local shops or amenities.

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provision

The childminder ensures the educational programmes she provides cover all areas of learning. The observation, assessment and monitoring of children's progress is effective, identifies children's next steps and highlights their interests. The childminder has a clear understanding of how to promote children's good progress in their learning and development through providing activities that interest and engage them effectively. Links with other childminders, support from the local authority and the childminder's attendance at additional relevant training, enable her to share ideas and improve her overall practice. She has recently undertaken an audit of her provision and implemented recommendations to enhance outcomes for the children. Self-evaluation is effective as the childminder can clearly identify her strengths and areas for future improvement. She has made good improvements since the last inspection and has met the action and all recommendations

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provision

raised. For example, risk assessments are now in place for outings, written parental permission is obtained prior to administering medications and a lost child policy has been devised. Overall, the childminder demonstrates a good capacity to make ongoing improvements to her practice. The childminder has established positive partnerships. She involves parents in their child's learning through the sharing of information and valuing their contributions. She provides them with a summary of their child's progress regularly and seeks their views of her provision. Parents comment on how their children's confidence has grown since being in the care of the childminder. Feedback indicates that the parents are happy with all aspects of the childminder's provision. The childminder has developed effective systems to share information with other providers when children's care and learning is shared.

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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 252127 Local authority Nottinghamshire Inspection number 818415 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

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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

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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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