Childminder in Leicester

Inspection date

Previous inspection date 02/07/2014 19/03/2009

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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 2 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 The childminder builds good relationships with parents from the start, enabling them to work in partnership, to help children settle quickly into her care.  Children have many opportunities to develop their confidence, physical and social skills through weekly visits to parks, play-and-stay sessions and other such groups in the locality.  The childminder has appropriate knowledge and understanding about safeguarding, and knows what to do in the event of a child protection concern. Consequently, children are kept safe from harm.  The childminder provides a safe, secure environment where children enjoy a variety of play experiences. Children are well supervised at all times and the childminder ensures her home is safe by minimising risks. Therefore, children remain safe in her care.

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It is not yet good because

 Written records of the administration of medicine, and any accidents or injuries to children are not immediately accessible or available for inspection.  The childminder's knowledge and understanding of the expectation to focus on the three prime areas, when working with the youngest children, and when completing the progress check for children between the ages of two and three years, is not secure.  Self-evaluation to identify strengths and weaknesses does not routinely include effective strategies to obtain parents' views about the childminder's practice and provision.

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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 compulsory part 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 spoke with the childminder and interacted with children at appropriate times throughout the inspection.  The inspector observed activities in the lounge, kitchen and outdoors in the garden.  The inspector viewed the equipment and resources available to the children.

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Inspection activities

 The inspector looked at documentation, including children's records, learning and development information, and a selection of policies and procedures.

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Inspection activities

 The inspector took into account the views of parents and carers from written statements and letters.  The inspector checked evidence of suitability and qualifications of the childminder.

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Information about the setting

The childminder registered in 2008. She is registered on the Early Years Register and the compulsory part of the Childcare Register. The childminder lives with her husband and two children, aged six and three years, in Leicester. The whole of the childminder's home is used for minding, however, the care of the children takes place mainly downstairs. There is a fully enclosed garden for outside play. There are currently five children on roll, two are within the early years age group, all of whom attend on a part-time basis.

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must:

 ensure that all written records of the administration of medicine, and any accidents or injuries to children are accessible and available at all times

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must:

 focus strongly on the three prime areas when working with the youngest children, and when completing the progress check for children between the ages of two and three years.

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

 refine strategies for self-evaluation in order to obtain, more systematically and routinely, parents' views on specific aspects of her practice and provision.

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who attend

The childminder has a suitable understanding of how children learn through play. This knowledge enables her to plan an appropriate range of activities that reflect all areas of learning. Overall, she uses what she knows about children to offer activities matched to their interests, enabling them to make steady progress linked to their age and abilities. She records her observations of children by annotating photographs. She uses these, together with any information parents provide, to identify next steps for children's learning and development, and to track to their progress. She monitors her practice by cross referencing her observations to the different areas of the Early Years Foundation Stage curriculum. This means that all aspects of the curriculum are covered, and learning experiences are generally broad and balanced. The childminder works appropriately in partnership with parents to obtain initial information on children's likes, interests and

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who attend

needs. This enables her to support a smooth transition from home into her setting. In addition, she speaks with parents daily and provides a short written summary, ensuring that information about achievements is shared regularly. However, the childminder's knowledge and understanding of the expectation to focus strongly on the three prime areas, when completing the progress check for children between the ages of two and three years, and when working with the youngest children, is not secure. The three prime areas form the basis for successful learning in the other four specific areas and, therefore, are necessary to ensure children rapidly develop the key skills and capacities to support their future learning.

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who attend

The childminder knows the children well, and gives them space and the freedom to use all accessible areas of the ground floor of the property. The childminder provides a range of suitable resources, including books, cause and effect toys, puzzles and craft equipment for the children to use. These resources are stored in a way that makes them easily accessible to children. This means that they are supported to make an informed choice and take control of what they want to explore. As a result, children become confident in their surroundings. During adult-led activities even babies enjoy exploring a basket full of interesting toys and objects. The childminder sits with babies on the floor, cuddling them on her lap or sitting them against her. She engages them in conversation and provides commentary about the toys that fascinate them. The babies babble back to her happily. This means that they are supported to develop skills for understanding language, and for

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who attend

The childminder makes good use of the local area to provide experiences for children to enhance their learning. For example, regular visits to groups and places such as the library, gym classes and museums help develop children's social skills as they meet other children and adults. Through the warm and close relationships children have with the childminder, they feel secure to grow in confidence. This helps them to become increasingly independent. These skills help prepare children for school or other settings when the time comes.

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

The childminder's induction and settling-in process is good. Children due to attend receive settling-in sessions, which include opportunities for parents to stay, help children settle. The childminder also arranges to accompany new children and their parents to stay-and- play sessions. This means that children are given a range of opportunities, in which to meet and become familiar with the childminder, before they begin their time with her. It also means that new children eventually form strong attachments to her, which in turn supports their emotional well-being well.

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

The childminder forms close trusting relationships with the children in her care. Her calm kind and loving manner towards children helps them settle when they are upset. For example, babies who are just starting their time with the childminder wake up from a nap after a stroll outside. On waking, they are a little disorientated, and because the childminder's home is not yet familiar to them, they become upset. Babies receive constant reassurance and cuddles. The childminder tries several different ways to calm the babies, rocking them, taking them for a walk in the garden, showing them their reflection in the mirror and sharing books with them. She ensures that they feel comfortable by changing their nappies. Afterwards she makes sure that they are not upset because they are hungry and, so offers them a snack. Babies become calm intermittently during this time. Eventually, babies stop crying altogether and settle to exploring some toys. They

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

Children's good health is protected because the childminder encourages them to be physically active. The garden is equipped with sit and ride toys, and other resources that encourage physical activity. Furthermore, the childminder regularly visits the local park, where children have opportunities to understand risk taking, gain confidence and skills with the use of physical play equipment. Children's behaviour is good because the childminder uses a consistent approach and models her expectations of desirable behaviour. As a result, children play well together because they understand what behaviour is expected of them. The childminder offers positive praise and recognition for children's efforts and achievements promoting their self-esteem. Children learn about good hygiene procedures, such as washing their hands before eating or as they come inside after being outdoors. They say, 'You have to wash your hands because we have

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

been playing with the toys and our hands have got germs on them.' Children's safety is maintained as all areas of the home have been assessed and appropriate steps taken to minimise potential risks. Therefore, all areas of the home are safe and secure.

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provision

The childminder has a clear understanding of her responsibility in protecting children from abuse and neglect. She understands her role and the procedures she should follow, should she have any concerns about a child in her care. Parents are made fully aware of the service provided, and the childminder shares all policies and procedures, which are in line with statutory requirements, at the start of their child's placement with her. These include procedures she follows for administering medicine, and for when children may sustain an accident and/or injury. She also ensures that she has a first-aid box accessible at all times, with appropriate content for use with children. She is fully is aware of the legally required records that she has to maintain, and make accessible and readily available. However, written records of the administration of medicine and any accidents or injuries to children were not available for the inspector to examine on the day of the inspection.

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provision

There is suitable capacity for future improvements. The childminder considers her strengths and areas for improvement through reflection on the service she provides. For example, she is aware that she would benefit from accessing training on the progress check for children between the ages of two and three years. The childminder seeks children's views by asking them what they would like her to provide. Parents have only very recently provided the childminder with comprehensive and highly complimentary feedback about the care she provides for their children. This is in the form of written statements and letters. However, the childminder has not considered how to refine her strategies for self-evaluation in order to obtain, more systematically and routinely, parents' views on specific aspects of her practice and provision. This means that she is not yet able to demonstrate, that she has a robust and incisive understanding of the strengths and

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provision

weaknesses of the service she provides. This in turn means that she is not able to implement effective and well-targeted strategies for improving her practice and provision.

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provision

The childminder has suitable partnerships with other early years providers. This enables sufficient continuity, with regards to children's learning and care. For example, the childminder has access to children's learning journals, from pre-schools that children attend. She uses the information in these to plan activities and experiences which complement or reinforce children's learning. She also writes comments about her observations of children's learning and development in these learning journals. Partnership with parents is very good, and they comment on such things as the childminder's 'calm and positive manner', and the 'creative and interesting activities' she provides. All feedback shows that parents are very happy with care their children receive from the childminder.

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The Childcare Register

The requirements for the compulsory 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 EY364521 Local authority Leicester City Inspection number 821093 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 3

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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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