Childminder in Derbyshire

Inspection date

Previous inspection date 30/06/2014 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

 Children are happy, self-assured and enjoy coming to the childminder's. This is because she builds strong relationships with children, which help to support their emotional well-being.  The childminder demonstrates good interaction and promotes children's learning and development, which helps them to make good progress and acquire the necessary skills for future learning.  The childminder pays attention to the evaluation and continuous development of her practice. As a result, children are happy and settled with her, and their welfare, safety and development are promoted well.  The childminder maintains friendly, professional relationships with parents, which support the ongoing exchange of information. Consequently, she gets to know the children well and offers them consistent care and pertinent support.

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It is not yet outstanding because

 The childminder on occasions is too directive in her teaching when she is delivering adult-led activities. As a result, children's play is sometimes interrupted. Consequently, they are not always given sufficient time to pursue their own learning.  The childminder does not include photographs of children and their families as part of the visual prompts so that children can talk about events in their lives and their time at the childminder's house.

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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 inside the house and in the garden.

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Inspection activities

 The inspector carried out a joint observation of a planned activity with the childminder.

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Inspection activities

 The inspector sampled documentation, including policies and procedures and children's learning records.

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Inspection activities

 The inspector took into account comments from parents, who were spoken to on the day of the inspection.  The inspector checked the qualifications and suitability of the childminder.

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Information about the setting

The childminder was registered in 2014 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She works from the home of another childminder in Ilkeston, Derbyshire. The whole of the ground floor, three rooms on the first floor and bathroom are used for childminding purposes. There is an enclosed garden for outside play. The co-childminder has a pet dog. The childminder provides care from Monday to Friday, 7.30am to 6pm, all year round, except for during Christmas, bank holidays and family holidays. The childminder is currently minding 10 children, of whom eight are in the early years age range. The childminder attends a toddler group and visits the shops, library and park on a regular basis. She collects children from the local schools and pre-schools. The childminder has a as a degree in early childhood studies and holds an Early Years Professional status. She is a member of the Professional Association for

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Information about the setting

Childcare and Early Years and receives support from the local authority.

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

 build on the already good teaching methods so that adult-led activities are not too directive and do not interrupt children's natural curiosity so they can complete activities to their satisfaction

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

 enhance children's learning further by extending the use of visual aids and thereby increase opportunities for children to talk about their families and what they do with the childminder.

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who attend

The childminder has a thorough understanding of the Early Years Foundation Stage and how children learn best through play. This supports her in planning play opportunities that promote children's development in all areas of learning. There are clear plans in place that support good partnership working between the childminder and her co-childminder. For example, their daily procedures mean that they both take responsibility for assessing children and developing the daily activity planning. The childminder collects a wide range of information from parents, using this to gauge children's starting points and monitor their progress. She observes children as they play and keeps clear written records, assessing this information to develop their next steps and inform the planning. Daily routines are clearly organised, so children have well-balanced opportunities to explore and play independently, and to participate in adult-led activities. As a result, children are

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who attend

supported in taking an active part in their own learning and in developing the necessary skills to work in a structured environment. This prepares them well for school and future learning. The assessment and tracking processes is robust and the childminder successfully completes the progress check for children between the ages of two and three years, to identify any gaps in children's learning. As a result, the childminder can identify when early intervention is needed so that children receive the appropriate support to meet their learning needs. Consequently, children are making good progress in the learning and development given their starting points. Parents are involved in both their children's ongoing records and their initial assessments. This means the childminder establishes children's starting points and can track their progress in order to keep parents informed. She also provides information and resources that support parents in extending their child's

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who attend

Teaching methods are practical and support children to develop the skills to learn effectively. The childminder provides a good range of interesting activities, which children can easily access themselves, promoting their independent learning from an early age. There is a good balance of adult-led and child-initiated activities, to promote children's learning across the educational programme. Children are enthusiastic and have a good attitude towards learning. Most of the childminder's teaching is good and she is sensitive towards the children's learning needs. However, on some occasions when she is delivering her adult-led activities she is too directive as to how and what the children should be doing. Consequently, sometimes they are not always given sufficient time to pursue their own learning. For example, children are thoroughly enjoying playing with the play dough, squeezing it through their fingers and rolling it out with the rolling pin. The childminder

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who attend

suggests that they stop doing this and use the shape cutters, therefore interrupting children's play and choice. Children develop good language skills. The childminder positively supports language development, repeating a sentence correctly, so that children can learn appropriate sentence structure. She questions children to help them think about what they are doing and predict what they could do next. As a result, older children are holding purposeful conversations with the childminder. They look at visual aids of rhymes and begin to sing songs, which further aids they language development. However, the childminder has yet to incorporate children's photographs into the learning environment, to encourage children to talk about themselves, their families and events while in the childminder's care.

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who attend

Children participate in a wide variety of activities that promote their physical development. For example, they enjoy pushing doll's pushchairs, riding on sit-and-ride toys and using balls to develop their throwing and catching skills. These activities help children to become aware of the space around them, use their muscles, and develop their skills in balance and coordination. Children become engrossed in their activities because the childminder matches these to children's stages of development so they enjoy them. Children love being outside and explore in the garden. They hunt for insects, dig for worms and grow a variety of sunflowers. The childminder uses these examples to teach mathematical skills well. For example, children measure the height of the sunflowers and count the spots on a ladybird they find. Children thoroughly enjoy listening to stories. They are familiar with routines and choose a cushion to sit together to share a favourite story. The childminder

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who attend

engages children well, using props to focus their attention. This helps children's early literacy skills. Children have opportunities to write and draw. They learn to use and manipulate small implements and objects, such as pencils and chalk, which support the development of their smaller muscles and coordination. Children enjoy playing in the play house and make cups of tea and dinner for the childminder. Activities such as these, enthuse children and encourage them to be imaginative and express their thoughts and feelings.

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

The childminder works well with parents and has good procedures to find out about children's needs, interests and abilities. This enables her to offer children consistent support and relevant activities. She is also sensitive to parents' needs, meeting regularly with them and confidently adapting her routines and practice in order to suit children. This also enables parents to feel confident in her ability to care for their children. They pass on this confidence to the children, who show that they are happy, secure and settled with the childminder. For example, they chatter to her as they play and go to her for comfort when they are tired or uncertain. The childminder's good understanding of each child means that new children quickly settle. For example, she makes sure that their favourite toys are readily available as they first come in, helping them to feel comforted and at home. Children continue to feel welcome and valued as the childminder makes sure that

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

resources reflect their current interests and are appealingly arranged and easily accessible. As a result, children's self-esteem is promoted and they develop positive attitudes that support them emotionally in learning effectively. This means that they are well prepared for the move to pre-school or school.

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

The childminder supports children well in developing a good understanding of how to manage their behaviour appropriately. She offers them practical explanations about this and encourages them to share and to consider how their actions affect others. The childminder sets a good example by showing them that she is genuinely caring and respectful of others. Children follow this positive approach and so learn to be considerate and respect each other. For example, older children are very gentle in their interactions with the younger children. Thoughtful daily routines support children in developing their self-care skills. For example, they help prepare their snacks and the childminder makes sure they have time to learn to put on their own coats and shoes before going out. Children move freely throughout the childminder's home. The learning environment is well organised, creating a welcoming, child-friendly space. This encourages children to lead

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

and direct their own play and learning most of the time. Children use a good range of high quality toys and resources that promote the areas of learning. The resources are easily accessible, which allows children to make choices about their play and explore independently.

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

Children gain a suitable awareness of the importance of healthy lifestyle choices. The childminder helps children learn about the effects of exercise on their bodies through daily outside play. Children benefit from regular, healthy food and drink. The childminder gives clear healthy eating messages at mealtimes to support their understanding of healthy eating. This is reinforced through activities, such as, playing with pretend fruit, cutting vegetables and cooking activities. Good daily practice and ongoing explanations help children build a thorough understanding of safety issues. For example, they talk about road safety when they go out and young children understand that they have to stay close to the childminder. The childminder uses the local attractions well and takes the children to toddler groups, shops and parks. These trips out help children to socialise with other children away from the childminder's home, which in turn helps to prepare them

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

emotionally for their next stage in learning. The childminder has also identified the need to liaise with the local pre-school and schools to aid the move from her home to another establishment and provide continuous care and learning for children.

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provision

Thorough, practical safeguarding arrangements mean that children's welfare is promoted well. The childminder has completed appropriate training and has a good understanding of the process to follow should she have any concerns about children's welfare. This area is further supported as the childminder works in partnership with her co-childminder to refresh and review their knowledge. Children's safety is promoted well as the childminder carries out practical risk assessments and daily safety checks. This ensures that toys, equipment and the areas of the home used for childminding are safe and well maintained. The childminder demonstrates a good understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. She works in partnership with her co- childminder to review their policies and procedures. This enables them to ensure that they consistently meet all legal requirements and therefore, promote children's safety, well-

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provision

being and development. The childminder has good understanding of the learning and development requirements of the Early Years Foundation Stage. Children are actively involved in a broad and balanced range of experiences. The childminder assesses children's progress well and completes an overview of children's achievements to enable her to identify if there are any gaps in children's learning. Consequently, children make good progress in their learning and development.

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provision

The childminder is committed to further developing her knowledge and practice. This has a positive impact on children. For example, she now holds Early Years Professional status. The childminder evaluates her provision well. She works alongside her co-childminder to evaluate their daily practice, including the views of children and parents in this review. This gives them a thorough overview of their strengths and weaknesses, and supports them in planning relevant improvements. A recent change was the reorganisation of the main play areas, meaning that children now have easier access to resources and make independent choices about their play.

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provision

Children's care is consistent and their development promoted; the childminder has good procedures for working in partnership with others caring for the children. She exchanges information with the pre-school and is aware of their planning, so that she can offer children complementary activities at home. The childminder uses facilities provided by her local children's centre, enabling her to understand the roles of other professionals. As a result, she is aware of how to seek additional help for children and their families, should the need arise. The childminder builds positive partnerships with parents. This helps to ensure that children's care is appropriate and that parents are well informed of their children's progress and activities. For example, each child has a daily diary and the childminder regularly shares their assessment records with their parents. Parents report that they feel confident in her ability to care for their children and keep them safe, and

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provision

they appreciate the numerous activities that the children are offered. Parents receive good information from the childminder. This includes detailed policies and procedures, which underpin the good childminding service provided.

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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 EY473338 Local authority Derbyshire Inspection number 950355 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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