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

 The childminder supports children well in developing effective relationships, which promotes children's emotional well-being and confidence.  The childminder identifies children's individual learning needs and interests and uses this information to plan their next steps. Consequently, activities are relevant to children's stages of development and they make good progress.  The childminder has good self-evaluation processes in place. This means that feedback from those who use her service is included in her ongoing plans for improvement.  The childminder has good knowledge of how to safeguard children in her care. Consequently, children's welfare and well-being is promoted.  Partnership with parents is effective. Parents are kept well-informed about their children's progress. Consequently, the childminder and parents work together to promote good learning outcomes for children.

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It is not yet outstanding because

 Craft activities are on occasions predominantly adult-led, which lessens children's opportunities to be creative.  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 setting.

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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 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 regularly works with another childminder. She lives with her partner and two children aged 18 months and three years in a house 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 childminder provides care from Monday to Friday, 7.30am to 6pm, all year round, except for 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 family has a pet dog. The childminder has a degree in early childhood studies and is a member of the

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Information about the setting

Professional Association for 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:

 make the most of creative opportunities so that children are able to express and develop their own creativity during craft activities

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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, increasing opportunities for children to talk about their families and what they do with the childminder.

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who attend

The childminder provides a welcoming place for children to learn and develop. As a result, children clearly enjoy their time being in her care. The childminder has a good understanding of the learning and development requirements within the Early Years Foundation Stage. She recognises how children learn through play and implements planned and stimulating experiences based on individual children's interests. The childminder knows children well because she finds out relevant information about children's preferences and capabilities before they start. She effectively uses the information she obtains from parents along with her observations to plan activities, which she knows will sufficiently challenge and promote children's learning. As a result, children are well motivated and are acquiring the necessary attitudes and skills for their future learning. Parents receive information about their children's progress through discussion

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who attend

and access to their child's learning journal records. The childminder collates information from the learning records to complete the progress check for children between the ages of two and three years and three monthly summary assessments, which she shares with parents. As a result, parents are well informed about their children's achievements so they can help them with their learning at home if they wish.

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who attend

The childminder's teaching is effective in challenging children to move forward in their learning. She uses effective methods to support children's learning most of the time. For example, she uses repetition, open-ended questions and plans small group activities to ensure children build on what they know and can do. For example, children become fully engrossed making fruit and hands prints in paint. The childminder skilfully uses this activity to encourage children's language and communication. For example, children describe the texture of paint as 'slimy' and 'cold' as they explore it with their hands. The childminder extend this further by asking questions as they play, matching colours and looking at the shapes of the fruit. All of which effectively supports children's language development and handling skills well. Children's enjoyment is extended as they experiment mixing colours together. Although children are provided with an interesting range of art

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who attend

and craft activities, these are mostly adult-led. As a result, there are fewer opportunities for children to make spontaneous choices and be creative in their own design. In spite of this, children have high levels of self-esteem because the childminder listens to and values their contributions. As a result, children are making good progress in their learning. The learning environment is rich in print and number to enhance children's literacy and mathematical skills and the childminder has made good use of visual prompts, such as posters and pictures of people from around the world. However, these do not yet include photographs of children and their family. As a result, there are fewer opportunities for children to talk about events in children's lives, their home life or experiences at the childminder's home and on outings.

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who attend

Children thoroughly enjoy being outdoors and have opportunities to be active in all weather conditions and develop their physical skills throughout the day. At the park, children energetically negotiate the larger equipment, where they learn to climb and balance. Outside children learn about the natural world as they discover how to care for plants and hunt for mini-beasts in the soil. The childminder makes good use of local places of interest, such as the nearby library, by walking with children, so that they gain a good understanding of the world around them. The childminder provides a wide range of resources for children to count, compare and sort into colour and size, which supports their early mathematical skills effectively. Children learn about number in everyday routines. For example children are encouraged to count as they build towers and recognise shapes as they complete jigsaw puzzles. There is a strong focus on providing

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who attend

children with a wide range of sensory experiences, such as, treasure baskets, water, smelly play dough and sand play. A well-stocked reading area is available and children enjoy story time. They enjoy listening to stories and playing musical instruments while they sing songs and rhymes, this encourages children to be responsive and cooperative. Children thoroughly enjoy the new song bag. They select a picture from the bag and with enthusiasm and excitement sing the song. They particularly enjoy marching up and down, giggling and shaking their instruments as they sing a popular song about a duke. They further use their imagination as play in the toy house making cups of tea for the childminder and inspector. These opportunities clearly demonstrate the children are having fun and being active effective learners.

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

The childminder provides a clean and homely environment where children feel safe and secure. The childminder sensitively develops strong, positive relationships with children. She fosters a good sense of security and emotional well-being, as she shows deep concern for children's feelings and meets their care needs without delay. The thorough procedures to get to know children from the start enable them to settle well. As the children's key person, the childminder ensures that every child's care is tailored to meet their individual needs because she gathers good information from parents. For example, young children respond to the childminder's distractions and suggestions so that they play happily and with the minimum of fuss. The compassionate childminder provides plenty of comfort and encouragement, which supports children in becoming self-assured. Young children sit on her lap and use her as a base from which to explore. Children show their growing

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

confidence as they take decisions for themselves and make independent choices. The childminder develops strong relationships towards children because she consistently praises their achievements and positive behaviour. This boosts their confidence and promotes their self-esteem. As a result, children develop their independence with the reassurance that the childminder is nearby to lend a hand when needed. Children develop a good understanding of how to behave kindly towards each other because the childminder teaches them to be thoughtful and considerate. She provides consistent boundaries with gentle reminders for children to share and take turns. As a result, children have positive attitudes towards others and respect their needs and they behave well.

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

The childminder is attentive to children so that they effectively learn how to keep themselves and others safe. She is quick to teach them the house rules, such as sitting to eat. The childminder reminds young children to use the cold rather than the hot tap and offers explanations when teaching them how to use toys safely. They frequently practise leaving the house so they know how to respond in an emergency. The learning environment is stimulating and well-organised. This enables children to choose from a wide variety of toys and resources, which are stored at low level in labelled boxes or on shelves so they can make choices with regard to their play. This continually extends their learning. The childminder uses a good range of toys and planned activities successfully, to provide opportunities for children to develop an awareness of the wider world. As a result, children learn to identify and respect people's differences. The childminder teaches

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

children well about hygiene procedures. Children wash their hands before meals and snacks being reminded how to move their hands to remove all the dirt.

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

Children have access to drinking water throughout the day in their own named cup. They return to this to get a drink when they are thirsty. The childminder provides a range of healthy snacks, such as a selection of fruit. At meal times children sit at a table and develop their self-help skills by using cutlery efficiently and helping themselves to their drinks. The childminder encourages children to try new foods so that they develop their own likes and dislikes in food. Children have regular access to a well-resourced outdoor area. They have plenty of opportunities for fresh air and exercise through the use of the space outdoors and opportunities to go to the local park and indoor play areas. These elements enable children to develop a good understanding of the need to adopt a healthy lifestyle. The childminder is building links with a local pre-school and school to work in partnership to support progress in children's learning and development. She has a good

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

awareness of working together to prepare children for their move into school. Children take part in activities in the local community so that they meet other children and learn to make friends.

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provision

The childminder is well organised and conscientious. She works effectively with her co- minder in providing good quality childminding that benefits children and their families. The childminder has a strong knowledge and understanding of her responsibilities in meeting the safeguarding and welfare requirements at all times. She implements these consistently to create an environment that is secure, welcoming and entirely suitable to fulfil her childminding role. The childminder has a strong knowledge of how to keep children safe, including about child protection. Through training, she is well aware of how to respond if she has a concern about a child and of how to care for a child if they have an accident or injury. The childminder constantly reviews her detailed, recorded risk assessment for her home, to minimise hazards for children and to enable them to play freely and safely. The childminder also risk assesses children's outings well, including the park and an indoor

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provision

play area. She supervises children well to meet their needs and keeps them safe at all times, including when they are away from her home. The childminder understands her responsibilities in meeting the learning and development requirements of the Early Years Foundation Stage. She proactively oversees the educational programme for each child and she checks that her planning and assessment are consistent with each child's needs. She closely monitors children's progress towards the early learning goals, using the recognised guidance to promptly address any gaps in learning.

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provision

The childminder demonstrates a good understanding of her strengths and areas for further development, to evaluate and improve her service. She strongly values the views of parents about their children, including those expressed in her recent surveys. The childminder is particularly sensitive towards young children's likes and preferences. She shares ideas with her co-minder, to focus her plans and her future professional development where these will best improve the provision for children. The childminder is particularly well qualified with a degree in early childhood studies. She has appropriate training, skills and knowledge, and a clear understanding of her roles and responsibilities. Nevertheless, she plans to attend further courses, as well as to rearrange her back garden to improve the activities she provides for the children.

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provision

The childminder works supportively and effectively with parents. She establishes particularly good working relationships with families, enabling their children to settle. The childminder provides a robust level of information for parents and carers about her service and the children's activities. She and parents effectively share details about children's progress through conversations, daily diary sheets and children's learning journals. Parents comment that the childminder knows their children, so they are happy and progressing well. The childminder understands the importance of working in partnership with other providers, where children attend more than one setting.

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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 EY473383 Local authority Derbyshire Inspection number 950356 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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