Childminder in Leicestershire

Inspection date

Previous inspection date 19/06/2014 Not Applicable

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early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Very good communication with parents enables important information to be shared about children's welfare and learning and development.  The childminder knows and understands children very well and plans experiences that embrace their uniqueness. Consequently, children make good progress in their learning and development.  There is a well-resourced environment, both indoors and in the garden, that fully promotes children's learning, particularly their creativity.  The childminder provides a secure environment for children and understands her responsibilities to safeguard them. Therefore, children are kept safe.

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It is not yet outstanding because

 There is capacity for the childminder to build on her knowledge of guidance available to support the progress check for children aged between two and three years, to ensure the information provided to parents is robust.  There is scope to improve the outdoor area and children's understanding of the world by providing further opportunities for them to show care and concern for living things and the environment, for instance, by growing plants in the recently prepared garden.

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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 and care practices within the main playroom.

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Inspection activities

 The inspector continually conducted joint observations with the childminder throughout the inspection.  The inspector took account of the views of parents through written questionnaires.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder and looked at a selection of policies and children's records, which included observational assessments of children.

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Information about the setting

The childminder was registered in 2013 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged four and seven years in a house in Ellistown in Coalville, Leicestershire. The whole of the ground floor and the rear garden are used for childminding. The childminder takes children to local children's activity groups. She visits the shops, library and park on a regular basis. She collects children from the local schools and pre-schools. She operates all year round from 7.45am to 5.45pm, Monday to Friday, except bank holidays and family holidays. There are currently 10 children on roll, three of whom are in the early years age group and attend for a variety of sessions.

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

 extend and update knowledge of the progress check for children aged between two and three years by accessing the available guidance

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

 enhance children's learning and experience outdoors, for example, by introducing an area for them to plant in.

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who attend

Children are happy and settled playing in the childminder's home. The childminder knows which their favourite toys are and readily engages in their play. She enhances this by responding to young children's babbles, chatting to them and modelling significant words, as well as laughing and smiling with them. She observes children, assessing their development and referring to appropriate guidance to help her identify their stage of development. This information is used to plan next steps for learning and to ensure children are continually making progress. Consequently, children are beginning to acquire the basic skills in the prime areas of learning that prepare them for the next stage in their learning. These achievements are shared with parents, so that they can be involved in their children's learning and development. Children feel secure and seek out support from the childminder. For example, the childminder gets children's favourite books out of the

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who attend

book box; children then eagerly move towards her and snuggle onto her knee to enjoy the book together. On another occasion, they play together with boxes of building bricks and children pass the bricks to the childminder to build a high tower; children laugh and clap when the bricks fall over. The childminder's caring nature creates a warm, welcoming environment where children can play and learn. There is a wealth of resources stored in the playroom to support all the characteristics of effective learning. Children can select their own toys as they are well-organised in labelled drawers and cupboards for their independent access; but are also set out in the playroom before children arrive, which entices them to explore and learn. Children's language and communication skills are always promoted as the childminder continually chats with them as they play and during care practices, such as nappy changes.

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who attend

Learning and development is enhanced by visits into the community, such as toddler activities at the local childminder group. Here, children enjoy having the opportunity to play with other children, building their social skills and playing with different toys whilst engaging with exciting activities. As they walk to collect children from school, the childminder uses this opportunity to talk to them about the variety of vehicles they see and talks to them about road safety. The childminder's home has an excellent well- planned large garden, which includes a grassed area with football nets, plus areas of paving to pedal bicycles and cars and push scooters and prams. Children play in a large sand pit and learn about toys that float and sink in the water tray. They play with small toys, such as balls or play 'homes' in the play house. There are areas to sit and rest. The childminder has set a very small area to use as a garden, however, currently opportunities

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who attend

are missed to further develop children's understanding of the world while outdoors, for example, by providing opportunities for children to grow their own plants.

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

Children form appropriate bonds and emotional attachments with the childminder. The warm welcome that is extended to children and their parents each day provides children with an easy move from their parents' care. The childminder gathers comprehensive information on each child's individual needs when they first start, which enables her to promote the inclusion of all children. She works closely with parents to ensure a constant exchange of information, which she uses to meet their children's needs. Routines, including sleep patterns, food eaten and nappy changes, are written in a daily diary. The childminder includes 'wow' moments of significant development that may have occurred during that day and parents reciprocate with 'wow' moments observed at home. For example, when a child learns to clap their hands and blow kisses, the childminder observes this during children's daily play and shares this with parents. Children show

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

confidence and are happy and settled in their surroundings and when they have just completed their first few sessions. The childminder quickly gets to know them and ensures their favourite toys are easily accessible for them, if they are not yet mobile. Daily checks are made to ensure the environment and resources are safe. Risk assessments are in place and updated appropriately, including those for outings, such as to the park and walking to school to collect children. The childminder has a fire evacuation plan in place which she practises with all children on a regular basis and afterwards reflects on how this drill can be improved. The childminder supports children to learn about their personal safety. For instance, as they make their way to the garden, she teaches them to do so safely. After a morning sleep, she gently sits children on her knee, soothing them quietly until they feel wide awake and ready to play again.

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

Children are provided with very good opportunities to experience fresh air and exercise on a daily basis. They make good use of the childminder's garden. Here, they have opportunities to move and explore a safe grassy area and play with a variety of wheeled toys. The childminder enhances children's physical development by taking them to a nearby designated play area, so they have opportunities to challenge themselves to play on larger equipment whilst playing alongside other children. Children's parents provide main food and drinks for children to have at the childminder's home, while the childminder provides children with additional drinks when required, such as water or milk. She works with parents to help them adopt a healthy lifestyle for their children by asking them to provide a healthy lunch for their children. The childminder helps the very young children with good hygiene practices, such as wiping their noses and washing their hands, which

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

are becoming embedded in daily routines. Parents are confident with the care their children receive and are happy as they leave their child playing in the childminders' care. Parents say, 'The childminder got to know my child very quickly and is tuned in to them. Already I can see that my child is quite relaxed and happy in the company of the childminder.'

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provision

Leadership and management are very good because the childminder has a strong commitment to providing high quality provision. She has a wealth of experience in working in nurseries and as a nanny for a number of years and has transferred these skills to her childminding practice and aspires to provide a home-from-home environment. She has recently completed a variety of training to improve her skills and keep up-to-date with current information with regard to her childminding practice. The childminder has a very good understanding of her responsibility in meeting the learning and development requirements of the Early Years Foundation Stage. Through observing children at everyday play, she assesses skills and strengths and further supports them to make good progress. The childminder recognises the uniqueness of children and the characteristics of effective learning they display in their play. She is fully committed to extensive up-to date record

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provision

keeping and tracks children's learning from their starting points. All of this practice and information is shared with parents, so that they are always kept well-informed. The childminder evaluates her practice and has started to identify her strengths and priorities for improvement. She regularly meets other childminders to share good practice and for children to play and learn together. She shows a commitment to further training by attending any relevant training events that become available. The childminder is familiar with the requirement to undertake a progress check for children aged between two and three years and has plans to implement these for those children who will soon be within the relevant age group. However, there is scope to consider updating and extending her knowledge of these checks through accessing available guidance to ensure the plans for these assessments are fully robust.

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provision

Children's health and safety is effectively maintained through the childminder's policies and procedures. For example, she has completed a paediatric first-aid course to ensure children can be treated appropriately in the event of an accident or illness. The childminder continually risk assesses all areas used for minding and identifies potential hazards, ensuring children are healthy and safe. For example, she ensures the floor is free from too many toys and talks to children about tidying toys away; then as children go to play in the garden she teaches them to negotiate the step from the patio onto the lawn. Policies are shared with parents when they register their children. Information needed to support children's welfare is sought at the time of registration. This includes a medical history, information about allergies and known health needs, as well as children's likes and dislikes. Parents' partnership with the childminder is very strong. The childminder takes

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provision

account of parents' views and communicates through a variety of means, including texts, social networking sites, newsletters, daily diaries, as well as face-to-face daily meetings. Ongoing systems tracking children's development are shared with parents and together, they work on planning next steps. The childminder collects children from a pre-school and information provided by them is shared, such as assessment information. Information about significant learning is captured in learning journals, which include photographs of children playing and learning and illustrates the variety of activities that children are involved in. Parents are encouraged to share 'wow' moments that occur at home and these are included in learning journals. This ensures all parties work together for the best outcomes for 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 EY467782 Local authority Leicestershire Inspection number 949119 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 10

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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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