Van Houten, Patricia

Inspection date

Previous inspection date 17/06/2014 16/01/2009

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 The childminder promotes children's safety as she minimises risks and hazards within the home and has a suitable knowledge and understanding of child protection procedures.  The childminder promotes children's enjoyment and independence through a varied range of activities and suitable organisation of the toys and resources.  The support for children to settle is appropriate, as the childminder gathers relevant information from parents and carers about their interests and favourite toys, to ensure they feel welcome and included.

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It is not yet good because

 The childminder has not notified Ofsted of the birth of her youngest child. Although, this is a breach of requirements, it has a minimal impact on the care of children.  Teaching requires improvement because the childminder is not fully establishing the language skills that children have, who speak English as an additional language and therefore, whether any additional support is required.  The childminder is not yet sharing information with all of the settings that children attend, to support children to make good progress towards the early learning goals.  The areas for improvement are not sufficiently challenging or acted on swiftly enough to enable all children to make good progress in their learning and 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 activities in the playroom and kitchen.  The inspector observed an adult-led activity.  The inspector looked at children's assessment records and other documentation.

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Information about the setting

The childminder was registered in 2008 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and two children aged three and eight years in a house in Spondon, Derby. The whole of the ground floor of the childminder's house and the rear garden are used for childminding. The family has a dog. The childminder attends activities at the local children's centre. She visits the park on a regular basis and collects children from the local school and pre-school. There are currently three children on roll, all of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round, from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years. The childminder supports children who speak English as an additional language.

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must:

 explore children's skills in their home language, where English is an additional language, to establish their stage of development and to identify appropriate support if required

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must:

 establish a regular two-way flow of information with all of the other settings that children attend, to ensure the needs of children are met and there is consistent support for their learning and development.

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

 improve the evaluation of the setting so that this is thorough in reflecting on all areas of practice and identifies specifically how areas for improvement will be achieved to improve the quality of the provision.

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who attend

The quality of teaching requires improvement. The childminder provides a suitable range of activities across the seven areas of learning to provide variety and promote children's enjoyment. The childminder demonstrates an understanding of children's expected stages of development and is able to accurately describe where children are in the vast majority of areas. She uses this information to plan activities to support children to move forward in their learning. However, the childminder is less effective when assessing and planning support for children who speak English as an additional language. Although, she recognises that children need support in developing their language skills in English, she does not establish exactly what support they need. Therefore, the support is general and although, children make progress towards the early learning goals, this is not as quick as it could be. For example, the childminder provides regular story and singing sessions and

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who attend

chats to children during play, but does not provide focused activities, such as learning letter sounds, to specifically support their development.

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who attend

There are a suitable mix of adult-led activities and opportunities for children to engage in child-initiated play. The childminder effectively encourages children to develop their independence and confidence as they choose which toys and resources they want to play with. The childminder encourages children's imaginative play as she chats to them during their pretend play and encourages them to extend this, for example, discussing what the animal is doing that they are playing with. She provides effective support for children to develop their early writing skills. There are daily activities, such as colouring or drawing and the childminder supports children to begin to write recognisable letters. She has a name card for older children that they use to copy their name. The childminder supports children with this, for example, describing how to form the shape of the letter and by providing a guide on the paper for them to follow. This helps children to develop some of

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who attend

the skills they will need for their future learning. During a play dough activity the childminder appropriately supports children to develop their physical skills. She makes her own model, describing how she is handling and manipulating the dough and she also demonstrates how to use the tools. The childminder suitably introduces other areas of learning, such as mathematics, talking about length and size, as well as encouraging children to count.

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who attend

The childminder has adequate partnerships with parents and carers. The childminder updates them on a regular basis as to what their child has been doing when they are with her. This includes information about any progression that children make in their learning and development. She usually talks to parents and carers about the support she is providing for children. However, the partnerships with parents and carers of children who speak English as an additional language are not as well-developed. The childminder does not always discuss or establish relevant information, such as which language the child predominantly uses at home and whether they are making suitable progress in their home language. As a result, the support for children to learn English lacks focus to help them to make good progress.

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

The childminder is warm and friendly in her interaction with children so that they feel welcome. She gathers information about children's likes and dislikes, so that she can provide their favourite toys and activities when they first start at the setting. This helps children during the settling-in process. She gathers reasonably useful information from parents and carers to meet children's needs, such as any medical or dietary concerns. The childminder provides suitable support for children to feel comfortable as they move on to other settings. She takes them to a local stay and play session in the community, so that children develop confidence in being around new and different people. The childminder also takes children with her as she collects other children from that setting, so that they become familiar with staff and the environment. The childminder purposely keeps her numbers of minded children low, so that she gives them equal and appropriate attention,

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

so that children feel valued and included. This suitably promotes children's emotional well- being.

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

The childminder is a positive role model and as a result, children play well together and are kind and considerate to each other. The childminder suitably manages any infrequent minor squabbles between children, through calm and consistent explanations of the necessity to share and take turns. Even younger children quickly give back the toy and apologise to the other child. When children show kindness to their friends, for example, giving another child a toy to play with, the childminder praises them so that they clearly understand the difference between right and wrong. There are a suitable range of toys and resources, which are attractively displayed at a low-level so that children can access them independently. This includes appropriate resources to support children's understanding of diversity. The childminder organises the environment effectively to provide space for floor play, without interruption and tables and chairs for meals and

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

activities. The outdoor area is child friendly and there are a suitable range of toys and resources to promote children's physical development and other areas of learning, for example, children's imaginative play. The childminder also makes use of the local park so that children enjoy regular fresh air and exercise.

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

The childminder appropriately teaches children how to stay safe. Children practice the evacuation procedure on a regular basis so that they know what to do in the event of an emergency. The childminder gives suitable explanations to support children's understanding of safe practice; for example, reminding them to sit down on the chair so that they do not fall. She talks to children about road safety and the expectations when they are out and about, so that they keep themselves safe when on outings. Children are given suitable support to develop an understanding of what contributes to a healthy lifestyle. The childminder consistently encourages children to wash their hands at appropriate times and explains why they are doing this. She supports them to do it properly by encouraging them to rub their hands together so that they remove all the bubbles to get the dirt off. To support children in broadening their diets and increasing the

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

range of healthy foods, the childminder offers different fruits and vegetables at each mealtime. She encourages children to try some, even if it is only a very small amount, so that they begin to get used to different foods.

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provision

The childminder promotes children's safety within the setting as she has a suitable understanding of the signs and indicators of abuse and neglect. She is vigilant about any electronic equipment that children or adults bring into the setting, so that children's safety is ensured with regards to photographs. The childminder minimises risks and hazards within the house and garden so that children can play safely. All household members over the age of 16 have undergone the vetting procedure to ensure they are suitable. The childminder has a suitable understanding of the things that need to be notified to the regulator, in the vast majority of areas, including events, such as children not being collected. This was a recommendation at the last inspection. However, the childminder has not notified Ofsted of the birth of her youngest child due to an oversight. This is a breach of the safeguarding and welfare requirements of the Early Years Foundation Stage. There

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provision

is no impact on children the childminder cares for, as she includes her own children in the adult-to-child ratios, which she maintains at a low number, so that she can meet the needs of all children at all times.

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provision

Since the last inspection the childminder has undertaken training in safeguarding and as a result, is confident in dealing with any child protection concerns. The childminder shares tips and good practice with other childminders and updates her policies and procedures as a result, or example, developing guidelines for the use of the trampoline to share with parents and carers. The childminder evaluates her planning of activities on a regular basis to ensure that they cover the seven areas of learning. Her monitoring of children's progress is reasonably effective in identifying any gaps in learning. The childminder encourages parents and carers to feedback on her practice. She undertakes some useful evaluation, such as children's enjoyment of the activities. However, evaluation is not firmly established, so that the areas for improvement are challenging and taken forward quickly enough to make a significant difference.

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provision

The childminder shares a useful folder of policies and procedures with parents and carers when their child first starts at the setting. This ensures that parents and carers receive information about the care their child will receive. The childminder also provides a reasonably useful daily record of information, such as what activities children have been doing and what they have eaten. This supports a consistent approach to meeting children's ongoing needs. The childminder welcomes all children, including those who speak English as an additional language. However, she does not firmly establish familiar words that children use to fully support their learning and development. The childminder does develop a partnership with some settings that children attend, so that she can agree consistent support for their care and learning and development. However, she does not do this for all of the other settings that children attend so that there is continuity of support

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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 EY377476 Local authority Derby, City of Inspection number 821440 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 3

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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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