Morrell, Claire Leanne

Inspection date

Previous inspection date 04/07/2014 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 1 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Children's language development is given high priority by the childminder and her assistant. They model communication and language by describing their actions in children's play and daily routines. This helps children to think about their own actions and what is happening around them so that they make connections in their learning.  Highly effective partnerships with other early years providers ensure a shared and consistent approach to children's learning and development.  Children learn through play in a safe and secure environment. They are safeguarded because the childminder is fully aware of her responsibilities to protect them from harm. She ensures that those who work with her are fully aware of the procedures they need to follow.  The childminder engages parents well and gains clear information from them about what their children know and can do. She then challenges children effectively to reach

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This provision is good

the next stage in their learning using her own assessment. Consequently children make good progress in their learning.

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It is not yet outstanding because

 There are less opportunities for children to understand that print carries meaning in the outdoor environment.  Children have limited opportunities to see their own reflections and talk about what they see to further develop their self-awareness.

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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 had a tour of the provision with the childminder, including the outdoor environment.  The inspector observed children's activities.

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Inspection activities

 The inspector spoke with the childminder and her assistant at appropriate times throughout the inspection.  The inspector took account of the views of parents spoken to during the inspection.

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Inspection activities

 The inspector looked at the childminder's policies and procedures and documentation relating to the children's development.

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Inspection activities

 The inspector looked at documentation regarding both the childminder and her assistant's suitability and qualifications for working with children.

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Information about the setting

The childminder was registered in 2012 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three children aged six years, three years and 18 months in Buxton, Derbyshire. The whole of the ground floor is used for childminding purposes. There is a fully enclosed garden available for outside play. The childminder works with an assistant. She collects children from local schools and pre-schools. There are currently 13 children on roll, of whom 12 are in the early years age group and attend for a variety of sessions. She operates all year round from 7am to 6pm, Monday to Friday, excluding Thursdays, bank holidays and family holidays.

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

 increase opportunities for children to observe print and labels in the outdoor environment, for example, by adding labels to the fruit, vegetables and flowers that have been planted

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

 increase opportunities for children to develop a sense of self, for example, by placing mirrors where they can see their own reflections.

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who attend

The childminder has a good understanding of how to promote children's learning and development through their play. She carefully observes children to find out about their initial interests and effectively uses this information to plan activities that successfully engage children. For example, the children's current interest in sports and games is extended into all areas of learning. The role play area is developed into a sports shop and children take roles as the shopkeeper and customers, beginning to understand the value of money as they count out coins to buy bats and balls. Children are confident speakers because the childminder and her assistant consistently support and extend their communication and language. Children's vocabulary is extended as they learn new words. For example, children ask about the different equipment and learn the words badminton and shuttlecock and are praised for their attempts at speaking these words. The

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who attend

childminder and her assistant model communication and language by describing their actions in children's play and daily routines. This helps children to think about their own actions and what is happening around them so that they can make connections in their learning. For example, they clearly explain and demonstrate to the children how to take part in the egg and spoon race. This enables all the children to learn this new skill as they practise balancing a ball on a spoon while moving around the garden, with one child exclaiming 'it's quite tricky'. Children are actively encouraged in this environment to make decisions about their play. For example, the childminder engages the children to think about the games they are playing and where they want the start and finish to be.

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who attend

Children readily help themselves to toys and resources to support their play because the childminder provides a well-organised environment. This supports their independence well. Children have access to a wide range of books and enjoy singing together with the childminder and her assistant. The indoor environment is rich in print with children's pictures, displays and labels. However, there are less opportunities for children to understand that print carries meaning when playing and learning in the outdoor environment. Children freely help themselves to materials to draw and create, which they clearly enjoy doing. Children have plenty of fresh air and exercise. The garden area supports children to slide, play ball and engage in imaginative play in the playhouse. They plant fruit and vegetables and proudly show visitors the sunflowers they have grown. Children search for spiders in the garden, looking closely through a magnifying glass at

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who attend

the different features and counting together the eight legs. However, there are limited opportunities for children to see their own reflections and talk about what they see, to further develop their self-awareness.

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who attend

The childminder has implemented a computerised system to record children's achievements and the progress they make. The childminder has solid relationships with parents and gathers detailed information from them when children first start, forming a clear picture of what children can already do. She completes detailed observations and assessments which are matched to the areas of learning and development. Children's next steps of learning are clearly identified, which helps to ensure that they are constantly supported to make good progress in readiness for school. They are then challenged effectively to reach their next stage of learning, as a result, children make good progress in their learning. The childminder shares ongoing information through verbal discussions and an online daily diary. Parents have access to all their child's assessments and observations which ensures they are kept fully informed about children's activities and

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who attend

achievements. In addition, the childminder completes a summary assessment each quarter for parents, highlighting the child's next steps for learning and how these can be supported at home. Parents are encouraged to share information about their children's learning at home, supporting partnership working with the childminder so that children make the best possible progress. The childminder has systems in place to complete the progress check for children between the age of two and three years and has a good understanding of working with parents and other agencies to fully support children to reach their full potential.

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

Children are cared for very well in a homely and welcoming environment. Children demonstrate they are happy and settled as they arrive enthusiastically and engage in activities. The childminder and her assistant are kind and caring and establish very positive relationships with the children, which helps them feel secure. Parents comment on how quickly children settle and how much they enjoy the interaction with other children. They are invited to settling-in sessions and the childminder gathers information about each child's family and background. For example, information is obtained about children's care needs and routines and any known dietary requirements. This promotes continuity in the children's care and supports their continual well-being. The childminder has very effective procedures in place to support children's ongoing moves to pre-school and school. She introduces young children to larger group activities when visiting the local pre-school twice

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

a week and joining in with their play and activities. She collects older children from school and joins in with events and activities held at the school, for example, the children were invited to watch a rehearsal of the nativity play. This helps to prepare them for their next stage of learning very well.

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

The childminder's home is exceptionally well planned out to ensure that children can help themselves to the broad range of resources, which help them to make good progress in all areas of their development. She has effectively developed the environment to provide stimulation and challenge for the children she cares for. As a result, children enjoy their time with the childminder and are engaged and motivated. The childminder and her assistant act as exemplary role models, consistently promoting children's good behaviour and manners. They support children to play cooperatively together, as a result, children learn to share and take turns. The children are very responsive to praise and encouragement. For example, all children receive certificates that highlight their particular strengths following the sports day, as a result, have high self-esteem and are proud of their achievements.

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

Children develop an appreciation of healthy lifestyles. They enjoy healthy lunches and develop good self-care skills, because they are encouraged to be independent. For example, they butter their own bread and make their own sandwiches from a selection of healthy fillings. The childminder offers guidance and support to help children learn hygiene routines to prevent the spread of germs. Children know that they need to wash their hands before meals and snacks and the childminder provides anti-bacterial wipes for them to clean themselves after meals. Children enjoy being active and parents comment very positively on how their children enjoy the outdoor environment. The childminder is alert to risks that young children face as they develop, and skilfully adapts her environment to enable children to take risks safely. For example, the childminder has a range of equipment that extends children's physical play as they can climb, slide and swing. These

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

activities provide challenge and enable children to learn about keeping themselves safe.

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provision

The childminder demonstrates a good understanding of her role and responsibility, in relation to safeguarding children and protecting them from harm. She ensures that those who work with her are fully aware of the procedures they need to follow. The childminder and her assistant have completed additional training in safeguarding and child abuse, as a result, are fully aware of the signs and symptoms of abuse and indicators that may highlight them to a concern. There is a child protection policy in place which is shared with parents. The childminders home is safe and secure and risk assessments are conducted for all areas and includes outings. All adults in the household and the assistant have had their suitability checked. As a result, children are kept safe from harm. The childminder has in place policies and the required documentation, demonstrating her knowledge of the safeguarding and welfare requirements of the Statutory framework for the Early Years

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provision

Foundation Stage. Children are protected in the event of an accident or during an emergency evacuation as both the childminder and her assistant have a current paediatric first-aid certificate and fire safety procedures are practised with the children. The childminder has also completed training in 'Food Hygiene' and 'Safe Sleeping'. As a result, children are cared for safely and their well-being is supported highly effectively.

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provision

The childminder has a good overview of the educational programmes and experiences required to help children progress towards the early learning goals. She has effectively implemented a computerised system to monitor the areas of learning and to track children's progress and development. As a result, she has a clear understanding of each child's individual stage of learning. This enables her to implement strategies and targets to ensure that all children in her care make good progress in their learning and development. The childminder has evaluated her practice, reflected on the improvements made and identified areas for development. She has had meetings with her local authority improvement officer to consider further targets for improvement. The childminder regularly consults with parents, who complete questionnaires and give feedback to the childminder. This demonstrates the childminder's positive approach to continuous

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provision

improvement that benefits the children in her care. The childminder is fully aware of safer recruitment and has ensured her assistant is suitable for her role. References were sought and the assistant completed an induction with the childminder. The assistant holds a level 3 qualification and has also completed initial childminding registration training. Ongoing support is given through supervision and appraisals, with training needs identified.

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provision

Highly effective partnerships with parents and other early years providers ensure a shared and consistent approach to children's learning and development. They can access and add information to children's individual files through the computerised system, ensuring a shared approach to children's learning and development. All parents are complimentary about the care and learning experiences their children receive. The childminder has implemented procedures that promote positive partnerships with parents, which support continuity in children's learning and development. Parents receive daily feedback about their children's care needs and what they have enjoyed during their day through the online diary. The childminder is aware of the importance of partnership working to secure support for children with identified needs and is clear about working with other professionals to ensure prompt intervention if necessary, so children's needs are met.

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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 EY450100 Local authority Derbyshire Inspection number 902941 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 10 Number of children on roll 13

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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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