Childminder in Derbyshire

Inspection date

Previous inspection date 18/06/2014 19/05/2009

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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

 The childminder is fully committed to safeguarding children and is supported by effective policies. The childminder instils a sense of well-being as children are safe and feel safe with her.  The childminder focuses on helping children acquire communication and language skills, and on supporting their physical, personal, social and emotional development. This helps children make good progress in their learning and development.  Children's self-esteem and confidence are supported well, through the childminder's consistent use of praise and encouragement.  Partnerships with parents are well established and make a strong contribution to meeting children's needs, as information is shared regularly.

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It is not yet outstanding because

 The childminder provides limited opportunities for children to investigate the natural world, with particular regard to planting and growing.  Information sharing with other providers, when children attend more than one setting, is not always effectively established, to ensure children's learning can be consolidated and extended effectively.

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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 toured the premises used for childminding.

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Inspection activities

 The inspector observed practice and interaction between the childminder and children, during play and lunchtime.  The inspector conducted a joint observation with the childminder.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the inspection.

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Inspection activities

 The inspector examined the children's learning journeys and observation, planning and assessment procedures, and parents written comments.

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Information about the setting

The childminder was registered in 2002 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her four children aged 14, 13, nine and 14 months in a semi-detached house in Dronfield Woodhouse near Chesterfield. The whole of the ground floor, with upstairs access to the bathroom, three bedrooms and the garden are used for childminding. The premises are accessible via a small step to the front door. The childminder attends a toddler group and activities at the local Children's Centre. She meets regularly with fellow childminders. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently eight children on roll, four of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 7am to 7pm, Monday to Friday, except bank holidays and family holidays. She is a member of

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Information about the setting

Professional Association for Childcare and Early Years.

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

 enhance opportunities for children to investigate and learn about plants and how they grow in the natural world

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

 build on partnership working with other providers to obtain a fuller picture of the children's next steps, in order to fully support children's learning and development.

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who attend

Children are happy and content to be in the childminder's home, and they benefit from an organised and stimulating learning environment. This means that children are confident, settled and keen to explore and learn. Children are encouraged to be active learners as they access resources, and engage in interesting and challenging child-initiated and adult- led activities. There is a strong emphasis on child-initiated play to develop children's imagination and independence. This is well supported through positive interaction from the childminder. She gathers good information from parents when children first attend her home, so that she is familiar with the children's capabilities, interests and routines. She uses this information, alongside her own observations, to establish children's starting points, and to feed into the effective observation and planning processes. This enables her to plan learning experiences for children to help them make good progress and to follow

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who attend

their interests. The childminder uses this information to plan for their next steps in learning and development. She inputs information from children's individual observations onto a commercial software program, allowing parents to access information about their child, via a secure log in, at any time. Parents comment highly on this facility and all enjoy looking at their child's photograph gallery, as well as the daily diary, which keeps them involved in their child's learning.

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who attend

Children benefit from playing in an environment that is rich in opportunities for conversation and discussion. Children are well supported in developing their communication and language skills. The childminder talks to the children all the time, naming objects and using simple sentences to describe what she is doing. She acts on young children's gestures and rewards attempts to communicate with praise. This ensures that they know their utterances and gestures are valued and will receive a response. They smile delightedly. Children enjoy looking at books on a one-to-one basis, and cuddling up with the childminder to share and interact with the stories. For example, children name animals, such as cat, and when the childminder counts the fish she says, 'one, two' and the child then says 'three'. When counting socks in the book, the childminder talks about their own socks and points out that they are on their feet. Children enjoy painting,

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who attend

drawing and exploring the texture of play dough. The childminder praises their achievements, which boosts their self-esteem.

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who attend

The children develop their physical skills through the wide range of equipment available in the garden. Children play in the sand and enjoy riding in the sit-and-ride cars. Children also climb up the steps and slide down the small slide. The childminder further supports children's developing physical skills, as she carefully watches a young child climb up the steps and slide down a big slide. This allows him to take risks in a supported way, with the childminder ready to offer assistance if necessary. However, there is scope to further enhance this well used outdoor space, for example, with a growing area to extend children's knowledge of the natural world, plants and how they grow. The childminder also supports young children's growing mathematical skills, by encouraging them to count one, two, three, as they post shapes into a shape sorter, which also encourages them to match the colours as she names the shape.

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

There is a relaxed and happy atmosphere within the setting. Children forge trusting and caring relationships with the childminder, promoting a sense of emotional security. For example, young children happily wave goodbye to their parents at the start of the day. The childminder makes the children's transition into her care smooth because she takes great interest in their personal likes and dislikes. The childminder tailors the settling-in period to suit each individual family. Consequently, children are happy and content because of the effective settling-in arrangements, ensuring their individual needs are met. For example, information is obtained from parents about children's routines, interests and comforting techniques to enable the childminder to offer a consistent approach, supporting children's well-being. The childminder is a good role model, who puts children's needs and interests first, and is approachable and friendly. Children's behaviour is good,

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

and their actions show that they are aware of the setting's rules and boundaries. For example, children are encouraged to share toys and equipment, this is encouraged by the childminder who talks to the children and offers alternatives. She checks that children have finished playing with an item, such as the toy vacuum cleaner, before offering to another child to play with.

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

The childminder provides a range of good quality, age-appropriate toys and resources, and effectively organises her home to enable children to make independent choices about their play. The welcoming, well-resourced and dedicated environment provides a good range of easily accessible toys and play equipment, inside and outdoors. As a result, children become confident in making choices and become independent learners. The childminder is committed to keeping children safe. The home is safe and secure, and toys and resources are checked and cleaned regularly, to ensure they do not pose a risk to children's health or safety. Children are developing a good understanding of health and safety through their daily routines. The premises are clean and safe, and the childminder takes good steps to minimise the risk of cross-infection. For example, the childminder follows a good nappy changing routine and children wash their hands before lunch.

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

Children develop an understanding of keeping themselves safe in an emergency as they practise fire-evacuation drills, and demonstrate knowledge of how to act and where to stand in an emergency situation. Children are developing a good understanding of the importance of living a healthy lifestyle. They eat healthy meals and snacks. Fresh fruit is offered at the end of lunch and drinking water is readily available at all times.

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

Children learn about the wider world through discussion, activities and resources, such as books and play people. They spend time in the local community and celebrate various cultural festivals, which help children to learn about diversity. Children's individual needs are respected, and all children have equal opportunities to use the resources and activities provided. The childminder takes children on outings, such as to the local soft play centre, museums and local parks, shops and library. She also takes children to local toddler groups and meets with other childminders. This helps to develop confidence, independence and social skills outside of the childminder's home and, therefore, helps them prepare for the next stage in their life. The childminder supports children in their move to nursery or school, by passing children's development records on to the new setting. This helps them make an accurate assessment, as early as possible, and meet

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

each child's individual needs. She shares books with children about nursery or school during the daily walk to school with the older children.

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provision

The childminder has a thorough understanding of her responsibilities to meet the requirements of the Statutory Framework for the Early Years Foundation Stage. Children are kept safe, as there is an up-to-date safeguarding policy and the childminder is aware of the procedure she must follow if she has any concerns about a child. For example, through attendance at training, she is confident in her ability to recognise the possible indicators of abuse or neglect, and knows the correct procedure to follow to keep children safe. The childminder recognises the importance of this and is booked on a refresher course to ensure she keeps her knowledge up to date. The childminder holds a current paediatric first-aid certificate. This provides her with the knowledge and skills required to effectively administer first aid, as well as meet the requirements of registration. The childminder has a good awareness of how to promote children's safety, and carries out

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provision

both visual and written risk assessments to ensure children can play and explore confidently in a safe and suitable environment. For example, there is a safety gate on the stairs, the main entrance doors are kept locked and the garden is secure. A good range of policies, procedures and records, which underpin the children's care, are in place. Policies are well written and informative. These are shared with parents on admission, and are available for them by secure electronic means, so that they understand how the setting operates.

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provision

Children and families benefit from the friendly relationships that exist between the childminder and parents. Daily discussions and the sharing of children's daily activities, interests and photographs help to achieve a regular two-way flow of information. This is further enhanced with the use of text messages, which are often accompanied by a photograph. Positive written feedback demonstrates parents' high regard for the childminder and the service she offers, with comments like 'brilliant, lovely photo, it makes me more involved in his day'. As a result, children and family's needs are met. The childminder has developed good links with the local school, enabling the childminder to meet children's individual needs and maximise their learning. However links with other providers, when pre-school children attend other settings, are not always as well established and, as a result, information sharing does not always allow children's learning

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provision

The childminder demonstrates a well-organised approach to her role. She clearly understands how to successfully support children's learning and development. Systems for monitoring children's achievements and supporting the next steps in their learning are effective, and she evaluates her planning to make sure activities promote all areas of learning and meet children's needs. The childminder also demonstrates commitment to continually improving her provision, and ensuring that it meets the needs of the children and their families. This is most apparent through the recent introduction of the computerised record-keeping system. The childminder has reviewed her practice through the completion of a self-evaluation form, which includes the views of parents and children, obtained via questionnaires and discussions. She clearly identifies her strengths and areas to improve. She demonstrates a clear awareness about this process being ongoing and

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provision

has identified the need to develop the garden further. She has acted on the recommendations raised at the last inspection. For example the observation, assessment and planning systems have been developed, and the use of text messaging allows parents to be more involved and the ongoing two-way dialogue, which has improved outcomes for children. Parents are very pleased with the service she provides.

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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 EY225219 Local authority Derbyshire Inspection number 877398 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

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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