Childminder in Nottinghamshire

Inspection date

Previous inspection date 10/07/2014 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder has good knowledge of safeguarding procedures. She is clear about the procedures should she have a concern about a child in her care. Consequently, children are kept safe.  The childminder demonstrates a good understanding of the requirements of the Statutory framework for the Early Years Foundation Stage. This is supported by a selection of written policies and procedures, all of which are well organised and made available to parents. Therefore, this promotes good outcomes for children.  The childminder supports children's learning through a wide range of interesting and imaginative activities and effective teaching. As a result, children make good progress.  The childminder has effective partnerships with parents, which makes a significant contribution to children's individual care, learning and development.

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It is not yet outstanding because

 There is scope to further challenge and extend children's learning through more use of open-ended questions.

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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, spoke with the childminder and interacted with children at appropriate times throughout the inspection.  The inspector looked at children's assessment records and planning documentation.  The inspector checked evidence of suitability and qualifications of the childminder.

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Inspection activities

 The inspector took account of the views of parents and carers as discussed with the childminder.

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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 family in a residential area of Nottingham. The whole of the ground floor is used for childminding and there is an enclosed garden for outside play. There are currently nine children on roll, all of whom are in the early years age group and attends for a variety of sessions. She operates all year round from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder visits the park on a regular basis and collects children from the local schools and pre-schools. The childminder is a member of the Professional Association for Childcare and Early Years and she attends the local childminding support group.

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

 increase the use of open-ended questions to promote children's critical thinking skills.

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who attend

The childminder has a good understanding of the Early Years Foundation Stage learning and development requirements and knows that children learn best through play. She actively participates in children's play and gets down to their level to encourage them to be engaged and involved with the activities provided for them. Effective observations allow the childminder to assess children's development, plan future individualised learning opportunities and track their progress towards the early learning goals. Planning systems ensure children take part in a range of activities that cover the seven areas of learning. Consequently, children make good progress in relation to their starting points. Parents are fully included in their children's learning. For example, the childminder regularly shares with them, children's daily care experiences, achievements, next steps and planned activities to support their progress. The childminder has secure systems in place to carry

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who attend

out the progress check for children aged between two and three years and shares relevant information with parents at the appropriate time. Therefore, they work together to promote continuity in children's learning and care.

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who attend

The childminder demonstrates high expectations of children and plans an educational programme that has depth and breadth across the seven areas of learning. She spends the majority of her time seated on the floor with children, which enables her to interact with young children at their level and support their personal and social skills. She provides them with a varied range of well-extended sensory play experiences and gives good quality support. For instance, children thoroughly enjoy exploring corn flour, cooked spaghetti and collage materials. They use junk to create box models and paint pictures to take home. A wide range of water play activities are provided and children enjoy using chalks and crayons to create pictures. This provides children with extremely good opportunities to use their senses to explore and experiment. The childminder supports children's listening skills by providing musical instruments, singing along to rhymes and

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who attend

encouraging them to join in action songs. They have access to a wide range of books, which they access independently and enjoy looking at with the childminder. This enhances children's early literacy skills and provides them with opportunities to see pictures and learn about the wider world. Children thoroughly enjoy using their imagination as they play with small world resources in the garden. They collect animals in the toy trailer, attach it to the tractor and manoeuvre it carefully through the straw. The childminder uses good teaching methods to support children's knowledge of numbers. They are encouraged to count throughout play activities, experiences and daily routines, such as how many steps they take when climbing the stairs. This means that children hear numbers from a young age. Children's progress in their communication and language development is generally well supported by the childminder. For instance, she talks with children,

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who attend

repeating words and provides a running commentary in play, so that young children extend their vocabulary. This encourages children to have the confidence to engage in conversations and ask questions. However, there is scope to extend the use of open- ended questioning to enhance children's critical thinking skills further.

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who attend

Children experience a wide range of activities outside the home, such as playgroups and outings with other childminders and their children. These activities broaden their experiences in the social world and provide opportunities for them to begin to build on social interactions with other children and join in a wider range of activities. Children obviously enjoy their time at the childminder's home and take part in a well-balanced range of activities that are contributing to them acquiring the skills, attitudes and dispositions, which they need to help them prepare for their next stages of learning, such as pre-school or school.

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

The childminder has a thorough knowledge of each child's background and individual needs to ensure consistency of care. This ensures good relationships are formed when children come into her care and enables them to play with confidence and explore their surroundings with growing interest to become inquisitive and active learners. The childminder supports children as they play, recognises their achievements and provides plenty of praise for their good behaviour. This positively reinforces children's understanding of the expectations and boosts their self-esteem. The importance of secure attachments and children's well-being is a priority for the childminder. Children are forming close relationships and friendships that support and help them when new situations arise in their lives. The childminder makes good use of the learning environment. A thoughtfully planned and well-resourced playroom has been designated to

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

promote children's learning and includes displays of their artwork. The garden further maximises children's learning experiences as it is well presented with a wide range of resources to enable children to make choices and extend their own play across all areas of learning in the outdoor environment. The childminder ensures children play safely through thorough supervision and guidance. She encourages them to learn to keep safe by joining in the fire drill practises and using gentle reminders to encourage them to use equipment safely. High standards of cleanliness and hygiene are promoted. The childminder provides nutritious midday meals and snacks in the morning and afternoon. She encourages hand washing before and after meals. This supports children's learning about a healthy life style. Nappy changing routines are sensitively carried out, meeting individual needs. Older children are encouraged to be

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

independent and responsible for their own personal care needs, such as putting on their own shoes and sunhats. The childminder keeps records on admission of different medical or dietary needs and adapts menus appropriately.

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

The childminder makes good use of the outdoor environment as she walks with children each day. She takes and collects children from school, which helps younger children to become familiar with the next step in their learning. Children learn about their own local environment and the wider world as they visit local groups and shops. They have good opportunities to develop their physical skills and strength. For example, they stop at the local parks to use the large climbing equipment and play games. This helps children to develop their coordination and body control. The childminder communicates well with parents. In addition to daily conversations, she uses daily diaries to share younger children's care routines and activities. Parents feel well informed and confident in the childminder's care of their children. As a result, children are happy and settled when they are with her. This secure bond helps to prepare children for any changes, such as when

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provision

The childminder has implemented well-written policies and procedures, which are effective in practice and shared with parents. All aspects of the premises, both indoors and outdoors, are subject to thorough risk assessments. All hazards are identified and minimised, which ensures children learn in a safe and secure environment. The childminder has a good knowledge of safeguarding procedures and she is fully aware of what to do in the event of her having a concern about a child. The childminder's home is securely maintained and she ensures that all visitors are recorded in the visitor book. Appropriate fire evacuation procedures are displayed and the childminder carries out regular fire drills to keep children safe and promote their well-being.

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provision

All mandatory training has been completed, which ensures that the childminder is meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. Through discussions and systems of self-reflection, the childminder also demonstrates a strong drive to improve. She is able to outline areas for future development that are well targeted to benefit the children in her care and support her to monitor and improve the quality of children's learning experience. Additional training has been identified to help her to further develop her knowledge and practice.

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provision

The childminder has a good overview of the educational programmes to ensure children make good progress towards the early learning goals. Planning and assessment are monitored and the childminder ensures that they display an accurate understanding of children's skills and abilities. Partnerships with parents are good. Parents' comments are very positive about the way their children have settled and the activities provided by the childminder. The childminder has established relationships with the local authority and local schools to support children's needs. The childminder passes on transition documentation or children's learning journals to schools when they move on. The childminder works collaboratively with schools and other early years settings, which successfully contributes to promoting consistency in children's care and learning, to ensure their needs are fully met.

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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 EY470333 Local authority Nottinghamshire Inspection number 953630 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 9

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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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