Childminder in Leicestershire

Inspection date

Previous inspection date 30/06/2014 Not Applicable

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 Teaching is good because the childminder asks children open ended questions, which supports and extends children's thinking skills.  The childminder demonstrates some strong aspects of safeguarding children with regard to child protection procedures and identifying risks in her home.  Children relate well to the caring childminder. Consequently, children settle and form secure emotional attachments, which enables them to feel confident in their surroundings.

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It is not yet good because

 The childminder has failed to maintain a current first-aid qualification and this does not fully promote children's health and well-being at all times.  Information shared with parents about their child's next steps is not always sharply focused and precise. Therefore, strategies to enable them to support their child's learning at home are sometimes not highly successful.  There is room to further develop children's already good literacy skills by displaying words and labels in the indoor and outdoor environment.

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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 children during activities indoors and outdoors.

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Inspection activities

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

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Inspection activities

 The inspector checked evidence of suitability of all members of the household and looked at children's learning journey records, the childminder's self-evaluation form and a range of other documentation.

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Inspection activities

 The inspector took into account the views of parents and carers spoken to on the day and from information included in the setting's own parent survey.

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Information about the setting

The childminder was registered in 2014 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and son children aged two years, in a house in Loughborough. The whole of the ground floor and the rear garden are used for childminding. The family has a pet rabbit. The childminder attends a toddler group and she visits the park on a regular basis. There are currently three children on roll, all of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 8am to 6pm, Monday to Friday, except bank holidays and family holidays. She is a member of Professional Association for Childcare and Early Years.

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must:

 ensure a current paediatric first-aid certificate is maintained at all times.

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

 share more precise information with parents about children's next steps in learning so they can be fully involved in supporting their children's learning at home

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

 improve opportunities for children to further develop their literacy skills, for example, by providing an environment rich in print, both inside and outdoors.

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who attend

The childminder has a good understanding of how children learn and the quality of teaching is good. Ongoing observations are carried out and the childminder uses information gained from these to make an accurate assessment of children's achievements. As a result, she is able to demonstrate a good knowledge of individual children's development. She knows what their interests are and what they need to learn next. This ensures children's learning is matched to their individual needs and the childminder is able to provide activities that promote their development, which children enjoy. The childminder is clear about children's starting points because she makes a baseline assessment of each child. As a result, she is able to plan to move children forward with their learning so that they make good levels of progress. Teaching is good because the childminder asks open-ended questions to promote thinking skills and follows children's interests. When playing alongside children and recreating the

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who attend

role of fire fighters, she asks children questions that make them think, such as, 'Shall we rescue the cat or put out the fire first? How do we get up the ladder?' She extends their vocabulary during this imaginative play by using the correct language, for example, 'The fire engine has run out of fuel, we need to buy some diesel.' She interacts with children in a positive manner and at their level, providing them with lots of eye contact and positive reinforcement. This supports their self-esteem and emerging communication skills because it shows children she values what they are doing. As a result, children are obtaining the skills, attitudes and dispositions they need to be ready for school. Children are fostering an interest in books because the childminder provides them with a good range of books that support their individual interests. However, there are limited opportunities for children to see that words convey meaning within the setting, because the indoor and outdoor

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who attend

environment is not rich in print. Children enjoy exploring the outdoor area and visits to the local park. This encourages children to develop their physical skills when climbing, balancing and using wheeled toys. They regularly attend groups in the community, for example, a toddler group. This supports children to socialise and make new friends with both adults and children.

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who attend

The childminder has good partnerships with parents. She keeps them up-to-date with her service in a variety of ways, including detailed communication books, texts and verbal communication. Overall, she shares good information with parents about their children's progress, day and needs. For example, she uses a daily communication book to inform parents of their child's day, which includes her observations and their care routines. In addition, she shares summaries of children's progress and completes learning journey records for each child. When appropriate, she discusses any concerns with parents, so that they can work together to address children's needs. However, there is room to improve how she informs parents of their child's next steps to enable parents to support their child's learning at home more effectively.

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

Children's health and safety is promoted generally well in some areas. The childminder provides a safe, clean and welcoming environment. She ensures the premises are secure and all visitors are asked to sign the visitor book. However, the childminder has failed to maintain a current first-aid qualification, which does ensure children's health and well- being is fully assured all times. Nevertheless, the impact on children is reduced because the childminder is aware of relevant practice and is due to attend a course to update her knowledge and qualification. The childminder generally promotes a healthy lifestyle because children have regular access to fresh air, exercise and outdoor play, along with healthy and nutritious snacks. Children are encouraged to develop their independence skills with the childminder and are given many opportunities to do so. For example, children show independence through self-care by visiting the bathroom independently,

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

finding their own shoes and feeding themselves at mealtimes. In addition, children select their own resources that they wish to play with. The childminder has created an environment that is inviting and stimulating to children. This helps them to feel settled because they are excited to explore and investigate their surroundings. Children are happy and demonstrate good levels of confidence because the childminder has developed close and caring relationships with all children. In addition, children settle well because the childminder obtains relevant information from parents, so that she has a clear understanding of their individual care routines and interests. This ensures children are emotionally prepared for their next stage in their learning.

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

Children play and behave well because the childminder is a good role model. Children are given clear messages about not climbing on furniture and finishing their lunch before playing with the play dough. The childminder explains to children why their behaviour is unacceptable and the impact it could have. For example, when children want to throw balls she reminds them to think about the direction they throw the balls, so that younger children do not get hurt. She uses a calm approach with children giving them consistent praise and encouragement. This promotes their understanding of good behaviour. Children are learning about sun safety because the childminder talks to them about the importance of wearing sun cream and hats on a sunny day. She ensures they follow these sun safety rules by supporting them to apply their sun cream before playing in the garden.

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provision

Overall, the childminder has a suitable understanding of her responsibilities in meeting the safeguarding and welfare requirements and generally implements these appropriately to promote children's safety and well-being. The childminder has completed safeguarding training and is aware of the signs and symptoms that would alert her to any child protection issues. In addition, she is confident about the action she would take if she had a concern about a child in her care. However, the childminder has allowed her training in first aid to lapse, which means that children's health and safety is not securely promoted at all times. Although this is a legal requirement of the Early Years Foundation Stage and both parts of the Childcare Register, the impact of this on children is reduced because the childminder does demonstrate a suitable knowledge of first-aid procedures and is due to attend a first-aid course shortly. Children are generally safe and secure within the setting

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provision

as the childminder identifies and takes action to reduce the risk of potential hazards. All areas used by children are checked before they arrive and children are closely supervised at all times.

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provision

The childminder has a good understanding of her role in meeting the learning and development requirements. She undertakes detailed observations and assessments of children in her care, identifying their next steps for learning. The childminder uses this information to inform planning of activities to ensure that children make good progress towards the early learning goals. Links with other childminders enables the childminder to share ideas and improve practice. The childminder has used the Ofsted self-evaluation form to facilitate her reflective practice and this is beginning to help her identify areas for development. She is committed to improving her practice and the outcomes for children. The childminder has good relationships with parents and overall, she shares with them their child's achievements and progress. She provides parents with a broad range of relevant policies and procedures so they have an accurate understanding of her

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provision

childminding service. The childminder is aware of the importance of working with other settings. She has begun to establish links to work in partnership with them should children attend any other early years setting other than her own.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 ensure that they have an appropriate first-aid qualification (compulsory part of the Childcare Register)  ensure that they have an appropriate first-aid qualification (voluntary part of the Childcare Register).

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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 EY471812 Local authority Leicestershire Inspection number 949823 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 3

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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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