Childminder in Derby

Inspection date

Previous inspection date 18/06/2014 Not Applicable

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early years provision

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

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This provision requires improvement

 The childminder offers a welcoming environment with good quality resources that suitably support children's learning. This means children enjoy their time at the setting.  Children have close relationships with the childminder. She is warm and caring and the children are confident and happy in her care.  The childminder develops good partnerships with the parents. This helps to ensure that they are sufficiently informed about their child's development.  Appropriate safeguarding procedures are in place, which help to ensure children's welfare is suitably promoted.

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It is not yet good because

 The childminder does not have sufficient knowledge about how children learn best. Consequently, some teaching methods do not support children to think and explore for themselves.  The meals provided for the children are not consistently healthy, balanced and nutritious.  The childminder has not fully evaluated her practice. This means that weaknesses in her teaching have not been sufficiently addressed to support children's future learning.  Children's understanding of the natural world is not well promoted as there are too few opportunities for them to explore and investigate natural resources.

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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 compulsory part 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 viewed activities in the main playroom and rear garden of the childminder's home.

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Inspection activities

 The inspector spoke with children and considered the views of their parents throughout the inspection.

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Inspection activities

 The inspector held a joint observation and talked with the childminder throughout the inspection.

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Inspection activities

 The inspector viewed a range of documentation including suitability checks and the policies and procedures of the setting.

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Information about the setting

The childminder was registered in 2012 and is on the Early Years Register and the compulsory part of the Childcare Register. She lives with her two adult children and two children aged one and four years in Derby. The whole ground floor of the house, a bedroom and a bathroom on the first floor and the rear garden are used for childminding. The family has three pet dogs. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis and collects children from the local schools and pre-schools. There is currently one child on roll, who is in the early years age group and attends for a variety of sessions. The childminder operates all year round from 8am to 6pm, Monday to Friday, except Bank Holidays and family holidays. She is a member of Professional Association for Childcare and Early Years.

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must:

 develop the quality of teaching methods by improving knowledge about the ways in which children learn, so that they are supported to think and explore for themselves

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must:

 ensure that the meals provided for the children are consistently healthy, balanced and nutritious.

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

 review practice in order to further professional development so that weaknesses are fully addressed to support children's future learning

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

 increase opportunities for children to explore and investigate natural resources in order to promote their knowledge and understanding of the natural world.

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who attend

The childminder creates a welcoming and visually stimulating environment with a suitable range of resources which appropriately support children's development. Children generally enjoy their time at the setting because the childminder ensures that activities are of interest to them. She has some effective teaching methods which help children to develop some skills in preparation for their future learning. For example, she supports children to choose their own activities. However, because the childminder does not have a sufficient knowledge about the different ways that children learn, some teaching methods do not support the children to think and explore for themselves. On occasions, the childminder directs play too much, meaning that the children are not encouraged to independently explore activities. In addition, she does not always allow children sufficient time to think for themselves, which means that sometimes they disengage from learning. Consequently,

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who attend

children are not well supported to develop the skills needed to become independent learners.

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who attend

Children engage in meaningful conversations with the childminder, who interacts with them appropriately and models suitable use of language. The childminder reinforces the learning of new language by repeating words back to the children. As a result, children's speech is developing well. Children enjoy sorting a selection of shapes and manipulate them skilfully into the correct holes. In addition, the childminder makes good use of opportunities for children to count as they play. For example, when they take cars out of the box or as they climb steps. This means that children develop appropriate early mathematical skills. Children show their delight as they share books with the childminder, who asks simple questions that encourage them to join in. They show enthusiasm as they lift the flaps to find the animals and clap when they discover the cat. Likewise, a selection of picture books encourage the children to turn the pages for themselves. Outside,

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who attend

children run, climb and pedal bikes. They learn how to push their feet off the ground while they play on the see-saw. Children explore a range of mechanical toys. They demonstrate that they can turn knobs and push buttons, and show an understanding of how things work as they talk on the phone. However, children's knowledge and understanding of the natural world is not well promoted as there are too few opportunities for them to explore and investigate natural resources, such as water or soil.

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who attend

The childminder knows the children reasonably well. When children first start, the childminder talks to them and their parents in order to gather information about their abilities, likes and dislikes. She then uses their responses to plan activities and experiences which meet their initial needs. This means that children settle well into the setting. In addition, the childminder regularly observes children as they play. She uses appropriate information from her observations to track each child's development, in order to ensure that next steps in learning are suitably identified. Planning is done flexibly to allow for children's wants and needs. The childminder makes sure that sufficient activities are provided to encourage ongoing development, and takes her lead from the children, who choose what they want to do each day. This helps to ensure that children make suitable progress. The childminder holds regular discussions with parents to keep them well

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who attend

informed about their child's progress. Furthermore, children's learning journeys are shared with parents for them to comment upon. This helps to ensure that parents have the information they need to guide their child's learning at home. Suitable arrangements are in place for the completion of the progress check for children between the ages of two and three years. This means that any areas of their development where intervention may be needed are identified and relevant information is available to share with parents and other professionals.

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

The childminder develops strong relationships with the children in her care. This is because she is warm and caring and responds well to their needs, which helps them to feel emotionally secure. Children show that they enjoy being in the childminder's company as they smile and giggle when they engage in activities together. Flexible settling-in periods allow the childminder sufficient time to foster good relationships with the children and their parents. She effectively uses this time to gather meaningful information about each child. Children benefit from this because their likes and needs are identified and subsequently catered for during their initial sessions. Therefore, children settle well into the setting. The childminder is an appropriate role model who is polite and respectful. She is clear and consistent in her approach to the management of behaviour, which means that children behave well. The childminder encourages the children to play games where

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

they have to take turns, so that they learn to play cooperatively with each other. In addition, she praises the children's achievements appropriately as they play, which helps them to develop good self-esteem.

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

The well-resourced and spacious environment means that children are adequately supported to explore with ease. Equipment is in good working order, is stored at children's level and is accessible at all times. The space for them to move around freely means that children are effectively supported to make choices about where and what they play. The childminder places a high priority on the safety of the children and supervises them closely, for example, as they play on the climbing frame. Likewise, the premises are kept secure, to help promote children's safety. Children learn how to take sensible risks in their play. For example, the childminder builds children's confidence while she supports them to climb higher. The childminder promotes independence sufficiently well. She encourages children to carry out simple tasks for themselves, including putting on their own shoes and feeding themselves. This helps to promote their well-being.

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

The childminder mostly makes sure that children's good health is suitably promoted through daily routines. She encourages the children to wash their hands after playing outside and before meals. The childminder also ensures that nappy changing procedures protect children from any cross-contamination. However, although she offers the children snacks, such as fruit and vegetables, not all the meals provided are consistently healthy, balanced and nutritious. For example, the childminder gives children chocolate covered cereal for breakfast. This means that children are not well supported to make healthy food choices. Regular outings and free-flow access to the outdoor area help to ensure that children are beginning to understand the importance of exercise as they are motivated to move and be physically active. Furthermore, the childminder provides adequate quiet areas for rest and relaxation. This means that children's well-being is reasonably

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

supported. The childminder has considered how best she can offer emotional support to children when the time comes for them to go to school. As a result, she has begun to develop suitable links with local schools in order to enable a smooth transition.

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provision

The childminder is fully committed to her responsibilities under the safeguarding and welfare requirements of the Early Years Foundation Stage. She is clear about child protection procedures and has a suitable understanding of how to keep children safe from harm. The childminder has a reasonable awareness of the possible signs and symptoms of abuse and the appropriate actions she should take if she has any concerns about a child's well-being. The childminder ensures that other adults living in the home have been subject to relevant Disclosure and Barring Service checks, which helps to keep children safe. A robust set of policies and procedures that support the well-being of the children are in place, and working practices ensure that they are adhered to. This promotes the welfare of the children.

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provision

The childminder has a generally good understanding of the learning and development requirements of the Early Years Foundation Stage. However, some areas of learning, in particular, understanding the world, are less well planned for. This means that there is room to build on opportunities for children to explore and investigate natural resources in order to develop their skills and knowledge. Systems for the observation and assessment of children sufficiently ensure that they make suitable progress. The childminder knows the capabilities of the children reasonably well and generally supports their development through flexibly planned activities which are of interest to them. Therefore, children are generally motivated to learn. The childminder has identified some strengths and weaknesses through self-evaluation and has considered how she will improve the setting to meet the emerging needs of the children. However, she has not fully reflected on her

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provision

own professional development. As a result, weaknesses in her teaching methods have not been sufficiently addressed in order to better support children's future learning. In addition, the childminder has not attended any training to enhance her knowledge. Subsequently, she does not understand how best to support children to think and explore for themselves.

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provision

The childminder has a sound knowledge and understanding of the importance of working in partnership with parents. She develops good relationships with them and they state that they are happy with the care and education that she provides. Parents contribute to and are kept well informed about their children's learning and development as the childminder ensures that there is a daily two-way exchange of information. The childminder has some links with other childminders in the area as she attends a group at the local children's centre. Although minded children are not yet of school age, appropriate plans are in place to support continuity of care between settings when the time comes. There are currently no children attending who have special educational needs and/or disabilities or who speak English as an additional language. However, the childminder demonstrates a sound understanding of the benefits of sharing relevant information with outside agencies to

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provision

ensure continuity of care and education.

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The Childcare Register

The requirements for the compulsory 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 EY444837 Local authority Derby, City of Inspection number 897047 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 1

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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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