Childminder in Leicestershire

Inspection date

Previous inspection date 02/07/2014 17/11/2008

p.1

early years provision

This inspection: 3 Previous inspection: 3 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

p.1

This provision requires improvement

 The childminder and her assistants establish close, emotional attachments with children in a caring environment. Consequently, children feel safe and develop a sense of security and belonging.  The childminder ensures that children are safe within her home and on outings through the use of appropriate risk assessments and due to close supervision from herself and her assistants.  The childminder has built positive relationships with parents and maintains a two-way flow of information about their children's care and development.

p.1

It is not yet good because

 Some safeguarding procedures are not up-to-date and lack some detail. This means the childminder is not fully confident in the action she would need to take should an allegation be made against herself or her assistants in order to fully protect children.  The childminder does not effectively use the information gathered from observations to plan suitably challenging activities. As a consequence, teaching is variable and children do not make best progress.  The childminder does not make full use of her assistants in order to ensure children consistently receive appropriate support during activities and everyday routines.  Self-evaluation lacks clarity and is not fully embedded to effectively identify and act upon ideas for improvement.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

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

p.2

Inspection activities

 The inspector spoke with the childminder and assistants at suitable times throughout the inspection

p.2

Inspection activities

 The inspector looked at evidence of suitability and qualifications of the childminder and assistants. She looked at children's assessment records, planning and learning journeys, and a selection of policies and children's records.

p.2

Inspection activities

 The inspector observed the childminder and assistants engage in activities with the children indoors and outside.

p.2

Information about the setting

The childminder was registered in 1990 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder is registered to work with two assistants. The whole of the house is used for childminding but care predominantly takes place on the ground floor in two purpose-built rooms. Children have access to a garden. The childminder attends a toddler group and activities at the local library. She visits the local shops, cafes and park on a regular basis. She collects children from local schools. There are currently 17 children on roll, 13 of whom are in the early years age group. Children attend for a variety of sessions. The childminding provision operates all year round from 7am to 6:30pm, Monday to Friday, except bank holidays and family holidays.

p.3

must:

 improve safeguarding procedures, specifically in relation to allegations made against adults living or working at the premises, to ensure that they are up to date and clearly understood

p.3

must:

 improve teaching by planning a good range of challenging play and learning experiences which incorporate clear aims and objectives based on individual children's next steps.

p.3

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

 make better use of the assistants to ensure they are confident with the aims and objectives of activities and consistently provide children with appropriate support during play and everyday routines

p.3

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

 develop a system of self-evaluation to effectively identify strengths and weaknesses of the provision and develop a clear plan for improvement.

p.3

who attend

Children are happy and settled as they play in the childminder's home. The activities provided support children's achievements across the seven areas of learning. Resources are well presented to promote children's choice and build on their self-help and independence skills. The quality of teaching is satisfactory and children are making steady progress. Observations of children are recorded, providing adequate descriptions of what children know and can do. These are further supported by lots of photographs of children playing. However, the childminder is not yet using this information to accurately assess children and plan activities that challenge and incorporate individual learning aims and objectives. As a consequence, the childminder and her assistants miss opportunities to further extend and build on children's interests and help them progress to their next stages of learning. For example, a treasure hunt activity comes to an abrupt halt as once

p.3

who attend

the items have been found children lose interest. This is because the childminder and assistants have not considered what they can do or say next to challenge and extend children's learning further.

p.4

who attend

The childminder and assistants respond positively as children choose what they want to do. For instance, a request to look at a book is willingly accommodated by one assistant, while other children chose to play outside supervised by the other. Through practical and planned activities children develop an awareness of number, shape and colour. For example, they name the different colours of balls as they roll them down the water pipe and enthusiastically participate in the 'countdown' before they release them. Children have access to a range of books and reading materials and equipment to make their own marks. For example, pens, crayons and paint brushes. This promotes the key skills children need for their future learning in readiness for school. The childminder, assistants and children regularly go on outings together to the local community and surrounding areas, visiting local shops, library and nature trails. This helps to increase children's

p.4

who attend

awareness of others, nature and the world around them. Children have opportunities to use their imagination and be creative. They sing and dance to their favourite songs, engage in role play and use glue and materials to decorate a picture.

p.4

who attend

There is a suitable partnership with parents. The childminder obtains information from parents about their children's developmental starting points when they first attend. She exchanges information with parents about their children on a daily basis and encourages them to look at observations in their child's individual files. The childminder is aware of when and how to complete the progress check for children between the ages of two and three years, and shares this with parents at the appropriate time. Overall, parents are suitably informed and know that their children are gaining an adequate range of skills ready for the move on to school.

p.4

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

Children have formed warm and secure emotional relationships with the childminder and her assistants. This helps to promote children's self-esteem and confidence. The childminder and her assistants generally work well together to support children. However, on occasion, this is not fully effective as adults take on a supervisory role as opposed to fully engaging with children. For example, two young children eating lunch, do so alone as both assistants focus on the same tidying up task, missing opportunities to support and promote children's learning through everyday routines. The childminder gathers information about children's likes and dislikes and care routines from parents during settling in periods, to support her in helping children to feel relaxed and safe in her care. She is aware of the benefit of effective partnership working in order to support children and links with local schools and other settings where children are attend are well

p.4

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

established. As a consequence, children are emotionally prepared for the move to school and receive continuity in their care and learning.

p.5

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

The childminder has worked hard to improve the environment where children play. Additional rooms built on her home provide dedicated space for children to move freely between. Toys and resources are readily accessible for children to use and are attractively presented. Posters, examples of children's artwork and photographs help to create a warm and welcoming environment which contributes to children's sense of belonging. Children are active or restful through choice and young children sleep in line with their individual needs and how they feel most comfortable. Children show appropriate levels of behaviour and are calm and settled. The childminder promotes good behaviour through praise, which helps to support children's confidence and self-esteem.

p.5

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

The childminder promotes healthy lifestyles. Hygiene procedures, such as regular hand washing, is actively encouraged. Children have easy access to the bathroom and show their growing independence as they do this by themselves. The childminder works closely with parents to provide healthy meals and snacks. Children have opportunities to develop their physical skills and to benefit from fresh air and exercise. For example, they walk to school, visit the park and go to different places in the local environment. In addition, they have free and easy access to the childminder's garden. With support from the childminder, children learn the safest way to climb when using the large play equipment at parks and recreational areas. When out walking they think about road safety. In addition, the childminder practises emergency evacuations and talks to children about the importance of this. Consequently, children are learning how to take managed risks and keep

p.5

provision

The childminder has an adequate understanding of the safeguarding and welfare requirements. Both the childminder and her assistants have completed safeguarding training and demonstrate a sound knowledge of child protection arrangements and the action to be taken should they be concerned about a child in their care. However, the childminder is less confident about the action to be taken should there be an allegation made against herself or an assistant. In addition, protocols and contact numbers are not up-to-date or clearly understood. However, she states that she would take prompt action and would seek advice and guidance should the need arise. The childminder ensures that the suitability checks are complete for all adults living or working her home. These procedures help to protect children. The childminder works effectively with her assistants to ensure children are closely supervised. She has established systems to ensure adult-to-

p.5

provision

child ratios are met at all times. For example, planners and registers show expected and actual numbers of children and adults who attend the setting on a daily basis. Safety within the home, garden and outings are effectively promoted as the childminder carries out daily visual checks and maintains appropriate risk assessments. Documentation and records are appropriately organised and reviewed regularly. This includes systems for recording information about children's specific needs and the necessary parental consents.

p.5

provision

The childminder shares her passion in her role and aims to provide a caring and good service to children and their parents. She has made improvements since her last inspection, including completing and maintaining a mandatory first-aid certificate and improving the environment where children play. She shows a commitment to ongoing improvement but as yet self-evaluation is not used effectively in order to highlight areas for improvement and how this will be achieved. The childminder is open to comments from parents and assistants who are all are actively encouraged to contribute their thoughts and comments to the evaluation process.

p.6

provision

The childminder has established good relationships with parents. Notes made in letters from parents and comments made at the time of the inspection are positive. These include remarks about the strong relationships between their children, the childminder and assistants. They appreciate the broad range of activities that are available and that children are able to play alongside children of different ages in a family environment. The childminder ensures that she keeps parents appropriately informed about their child's care and development through daily verbal feedback and access to individual learning journals and files. Additional, information about the seven areas of learning and planned activities and learning opportunities are provided in the parents' welcome pack and notice board. Parents are encouraged to share what they know about their child when they first start to attend, so that the childminder is able to meet their needs, plan the environment and help

p.6

provision

them settle quickly. The childminder has and continues to work hard to forge positive relationships with other providers. This ensures that children receive a shared and consistent approach towards their care and learning.

p.6

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

p.6

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

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number 225987 Local authority Leicestershire Inspection number 818306 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 18 Number of children on roll 17

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10