Childminder in Nottinghamshire

Inspection date

Previous inspection date 19/06/2014 19/07/2013

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early years provision

This inspection: 2 Previous inspection: 4 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 are safeguarded well. This is because the childminder and assistant are suitably qualified, vetted and complete regular training. They have a secure understanding of their roles and responsibilities while following effective procedures to protect children.  The good quality of teaching and effective use of resources, toys and equipment enables children to make good progress in their learning and development.  Children are happy and settled. This is because the childminder and her assistant work well together, establishing secure attachments with children which promotes their confidence and independence.

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It is not yet outstanding because

 There is scope to improve partnership working with parents in order to ensure even more information is shared about supporting and tracking children's individual learning at home.  There is scope to further enhance children's already good concentration and sustain their interest during sand play.

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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 spoke with the childminder and her assistant, and interacted with children at appropriate times throughout the inspection.  The inspector completed a joint observation with the childminder.  The inspector took account of the views of parents spoken to on the day.

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Inspection activities

 The inspector looked at children's records, observations and assessment files, and a selection of policies and procedures.

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Inspection activities

 The inspector checked evidence of the childminder's qualification and the suitability of all adults living in the home.

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Information about the setting

The childminder was registered in 2011 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner in a house in Mansfield, north Nottinghamshire. The whole of the ground floor, a first floor bathroom and the rear garden are used for childminding. The family have goldfish as pets. The childminder works with an assistant and both hold Early Years Professional status. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently 10 children on roll, eight of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays.

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

 extend the partnership working with parents so that there are even greater opportunities to share more information about supporting and tracking individual children's learning at home

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

 enhance further children's already good concentration to help sustain their interest during sand play, for example, by including more toys that they are particularly interested in.

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who attend

Children are making good progress in their learning and development given their starting points. The childminder has a good understanding of child development and has effective teaching skills to enhance children's development. She is a good role model for the newly qualified assistant who implements sensitive and careful teaching skills alongside the childminder. Children are offered consistent support to thrive and achieve even more in their learning and development. The childminder successfully tracks children's development by undertaking secure observations. She incorporates the assistant's good observations which are used to inform future planning of play to promote children's individual next steps in their learning. These are then uploaded to an electronic system which links in to the seven areas of learning and children's next steps. Photographs are also used to record children's events and achievements which bring a colourful range of

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who attend

evidence of the children's successful progress. The childminder encourages parents to view their child's progress on the electronic system. She also provides ideas for parents to support their child's learning at home. However, there is scope to improve partnership working with parents in order to ensure even more information is shared about supporting and tracking children's individual learning at home, so that they make even better progress. The childminder and assistant skilfully help prepare children in their readiness for school. For example, they encourage children to take off and put on their own coats and shoes as well as recognise letters and numbers by completing more structured activities. The childminder and assistant link with the teachers of the local school, to discuss some aspects of children's individual learning, to help them complement their next steps in their progress.

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who attend

The childminder knows the children she cares for very well and sensitively supports and guides the assistant in enhancing children's development by planning a good varied range of activities in the home and on outings. The childminder seeks out as much information from parents from when the child first starts. For example, the childminder uses signs and symbols as well as pronouncing words correctly to enhance children's already good literacy skills and the skills of children who speak English as an additional language. Children enjoy their time outside using their imaginative and creative skills by freely expressing themselves during sand play activities. They use their language skills to describe how the sand feels and count objects in the sand. However, children become a little disinterested and move away from the activity. This is because the childminder occasionally does not include particular toys that some children are interested in to sustain their interest and

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who attend

concentration during the activity. Children's imaginative skills are good. They happily explore the good range of differing textures in the role play area, such as, dried pasta, lentils and rice. They mix the ingredients up and create their own cakes sharing them with their friends and adults.

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who attend

Children benefit very well from the good organisational skills and range of resources that the childminder and assistant use to further enhance their already good literacy skills. Story sacks are provided as requested by the children demonstrating that the childminder and assistant listen to what children would like to play with. The teaching is good because all children are engaged in the activity and the childminder and assistant promote inclusion. The youngest of children sit on the childminder's knee and actively take part shaking the sheet with the animals resting on it. Children sing songs about the animals and use good counting skills as they take one animal away and are asked to call out the number of animals left on the sheet. They bounce the sheet up and down excitedly, fast and slow demonstrating their good understanding of rhythm. Children sustain a good level of concentration because the childminder and assistant are enthusiastic in their teaching

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who attend

and motivate all children well. Children extend their own learning by requesting more songs which help them use their larger muscle and literacy skills as they freely express their style of jumping while singing to some of their favourite rhymes.

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

The childminder makes good use of her home and garden to support children's development in all areas. Toys inside and outside are safe, stimulating and presented attractively to encourage children to explore independently. For example, the childminder and assistant place toys on the floor, on low-level shelving, free standing or in boxes which helps children reach the toys by themselves. Furthermore, the childminder has a good range of additional toys and resources to enhance and support children's literacy and communication and language skills even further. For example, story sacks. The childminder's home is safe and welcoming. Children explore, investigate and extend their own learning because the childminder and assistant understand and value the importance of ensuring there are sufficient toys and resources that appeal to children and are safe to play with.

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

Children are happy and settled and secure attachments are effective because the childminder and assistant work well together which promotes children's confidence and independence. Children's self-esteem and behaviour is good because the childminder and assistant understand the importance of praising positive behaviour and by being good and consistent role models. The childminder and assistant promote the uniqueness of each child and encourage children to respect others similarities and differences. An inclusive environment is promoted. This is because the childminder and assistant are positive in their approach and provide a good range of toys, activities and experiences that raise children's awareness to the world around them and the people and animals within it. Established relationships between children and the childminder and assistant are strong. Parents of children who are just settling in are offered flexible arrangements to ensure

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

they are given adequate time to settle into their new environment and build on relationships with the childminder and assistant. The childminder has a good understanding of the importance of gathering in-depth information from parents. She successfully uses this information to plan and provide relevant activities pertinent to the child to help them settle and meet their individual needs. Children's personal routines are respected and met sensitively by the childminder and assistant, such as sleep routines. Children also have appropriate time to move on to their next stage in their learning smoothly. This is because the childminder talks with parents and teachers to identify the action required in order to support the child effectively.

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

Children's health and safety is effectively promoted because the childminder and assistant are good role models. They help children to learn about keeping healthy and safe through the daily tasks and activities. For example, the childminder and assistant oversee children's toileting and self-care routines well explaining to children the importance of hand washing to prevent germs from spreading. The childminder and assistant also talk to children about keeping safe while walking on the pavements and holding on to the buggy. Furthermore, they also remind children about the appropriate use of larger climbing equipment, thus minimising accidents to children. Children have good opportunities to choose where they want to play, and regularly spend time playing in the childminder's back garden enjoying the fresh air while exercising. The childminder offers children varied light snacks and well-balanced home cooked meals which meet children's specific dietary

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

requirements as discussed and agreed with parents. Children are good eaters and enjoy sitting at the table which also aids their digestion and promotes good table manners.

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provision

The childminder has undertaken safeguarding training, which ensures she has a robust understanding of current requirements regarding the protection of children. Furthermore, she shares this information with the assistant who also has a secure understanding of her role and responsibility to protect all children. Clearly written policies are in place supported by a good range of additional information for reference to which the childminder and assistant adhere to in protecting children in their care. The childminder ensures that all adults living or working with minded children are suitable. This is because she has completed Disclosure and Barring Service checks for all individuals. Additionally, the childminder ensures that all adults working with the children hold a current paediatric first aid certificate in order to meet children's immediate medical needs effectively. Thorough risk assessments are in place ensuring all areas where children play are safe and secure

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provision

and that any potential hazards are minimised to children in the home, garden and when on outings. For example, the childminder ensures that all necessary information relating to insurance cover for the use of vehicles used to transport children is in place and sufficient to safeguard children. The childminder safeguards children further by using safety equipment, such as safety gates, which prevents them from accessing areas that may not be suitable. Both the childminder and assistant supervise children carefully while they are in their care, and also ensure that they are not left with anyone who is not vetted. Parents are informed of children being left alone for short periods of time with the assistant, such as during school runs, all necessary documentation has been signed and agreed by parents. A good range of written policies, procedures and records successfully underpin the running of the service that the childminder and assistant promote while meeting all

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provision

welfare requirements of the Early Years Foundation Stage. For example, the attendance register accurately records children's arrival and departure times, as well as details of when the assistant works with the childminder, to verify that the required adult-to-child ratios are continually met.

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provision

The childminder is enthusiastic and motivated to continually make improvements to which children benefit well from. For example, by attending essential coaching and mentoring training the childminder is able to effectively support the assistant in their professional development and skills. As a result, the assistant has achieved Early Years Professional status and implements new teaching skills in practise. The childminder and assistant regularly reflect on the service they provide to ensure the outcomes for children continue to improve. They work sensitively with parents to ensure that children receive the necessary support for their individual needs. Regular discussions and the completion of parental questionnaires are used to reflect on the service that is provided. Furthermore, the childminder and assistant discuss how well the day has gone and how the children have played with the toys. The actions and recommendation made at the last inspection

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provision

have been successfully addressed, which promotes children's safety, health and welfare. Overall, the childminder ensures that she monitors the educational programmes well to ensure children are benefiting from their time while in her care. As a result, children take part in a well-balanced and good range of activities while feeling safe, secure and happy.

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provision

Partnerships with parents and other professionals are good. The childminder understands the importance of sharing and collating information from the start with parents. This is so she is able to plan relevant activities for individual children while meeting their care needs successfully. Parents are kept up to date regarding their child's daily events, learning and care needs. This is achieved through discussion, sharing written information and by an electronically accessed system. Furthermore, a parents' notice board displaying appropriate information relating to the service the childminder providers, such as the certificate of registration, public liability insurance and information regarding the complaints procedure is informative and welcoming. The childminder understands the importance of supporting parents and working flexibly and sensitively with them. Parents spoken to are happy with the service they are provided with and value the support to

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provision

meet their child's ongoing and changing needs. They also value the ideas that the childminder shares as well as borrowing toys and resources to continue supporting their child's learning at home. The childminder and assistant have a good understanding the importance of working with teachers to complement and support children in their learning and during transitional times. They work well with other childminder's and local authority professionals to share best practice and new ideas, which benefit 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 EY421166 Local authority Nottinghamshire Inspection number 963417 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 10

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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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