Childminder in Nottinghamshire

Inspection date

Previous inspection date 14/07/2014 27/05/2009

p.1

early years provision

This inspection: 2 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 2

p.1

This provision is good

 The childminder has a good understanding of safeguarding procedures. This enables her to promote children's well-being and keep them safe from harm.  The childminder creates a calm and welcoming environment, and builds strong relationships with children and parents. As a result of this, children and parents are involved, happy and children's behaviour is good.  A good balance of adult-led and child-initiated play is available, and activities are differentiated skilfully. This enables children to take charge of their own learning, and effective teaching to take place. Consequently, the development needs of each child are met.  Children make good progress towards the early learning goals. This is because the childminder has effective assessment processes in place, and plans for individual next steps appropriately, once children's starting points have been established.

p.1

It is not yet outstanding because

 There is scope to develop further the strategies used to support parents to share information about what their children know and can do when they first join the setting.  Children are not always supported well to develop their critical thinking skills or to share and develop their own ideas.

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 observed activities in inside and outdoors.  The inspector conducted a joint observation with the childminder.  The inspector discussed the provision with the childminder.

p.2

Inspection activities

 The inspector looked at children's assessment records and the planning documentation.

p.2

Inspection activities

 The inspector checked evidence of the suitability of the childminder and all other adults living on the premises.

p.2

Inspection activities

 The inspector checked the childminder's qualifications, self-evaluation form and improvement plan.

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 childminder's own parent survey.

p.2

Information about the setting

The childminder was registered in 2005 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two of her adult children in a dormer bungalow in Farnsfield. The kitchen, lounge, conservatory, hallway and bathroom on the ground floor, and the rear garden are used for childminding. The childminder attends a toddler group and other activities taking place in the village. She visits the shops and park on a regular basis, and collects children from the local school and pre-school. There are currently six children on roll, four of whom are in the early years age group. She provides funded early education for three- and four-year-old children. Children attend for a variety of sessions. The childminder operates all year round, from 7am to 6pm, Monday, Tuesday and Wednesday, and on Friday mornings, except for bank holidays and family holidays. She is a member of the local childminding group.

p.3

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

 strengthen the systems in place to gather more detailed information from parents regarding children's development levels on entry to the provision

p.3

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

 provide further opportunities for children to share and develop their ideas and improve their critical thinking skills, for example, through a more focused use of open-ended questioning.

p.3

who attend

The childminder has a good knowledge of child development and the Early Years Foundation Stage. She plans for both adult-led and child-initiated play at home and outside. As a result of this, children have access to a broad range of activities and experiences that are suited to their development needs. The childminder skilfully differentiates play to suit the variety of development levels of children in attendance. For example, when practising fine motor control, she provides chunky laces and bobbins for younger children and finer laces with buttons for older ones. This means that, although, children are taking part in the same activity, her expectations of each child's achievements are realistic, individually challenging and suited to the next steps in their development. Therefore, children's learning opportunities are good and they make good progress in their learning and development. The childminder mostly encourages children to think for

p.3

who attend

themselves through open-ended questioning. However, on occasions, she does not support children to develop their critical thinking skills or to share and develop their own ideas, as the questions she asks are too focused on gaining a specific answer when children explore and investigate for themselves. Overall, the childminder's teaching skills are good. For example, when cutting ducks from dough, she uses the five little ducks rhyme. She regularly pauses for children to complete sections of the rhyme and to work out how many ducks are left. As a result of this, children practise their communication and mathematical skills through playful teaching and learning.

p.3

who attend

Children follow their own interests and develop their own play. For example, children use the playhouse as a shop for selling ice creams. Children lead the play and the childminder engages with them. Constant conversation about weather, prices, flavours and bugs takes place. This extends children's communication skills and confidence, and allows them to practise real-life skills. The childminder uses props from a story sack to successfully promote children's interest in stories and books. She successfully engages children in the story. She encourages participation and turn taking and supports children as they join in with familiar sections of the story. As a result, children are enthusiastic in their learning. They actively gain the skills they need for their future learning, particularly in preparation for school.

p.4

who attend

Partnerships with parents are good. They regularly contribute observations from home and frequent discussions about their children's progress take place. This means that the childminder has a complete picture of children's development and therefore, plans effectively for the next stage in their development. However, the systems in place to support parents to share information about what their children know and can do when they first join the setting are not always sufficiently robust, to ensure that the childminder has a comprehensive view of children's starting points.

p.4

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

Children are cared for in a warm and loving environment. They build strong relationships with the childminder as she gives them emotional warmth and attention. For example, children approach her as she is reading a book. She welcomes them into her arms and ensures they are able to join in with the story. This promotes very strong attachments between the childminder and children, and creates an excellent learning environment. Children select their own resources with confidence, such as going through to another room and finding a kettle to support their play with the dough. This highlights their strong sense of belonging in the childminding setting, which enhances their growth in independence and confidence. The childminder creates a welcoming and well-resourced environment. There is a good balance between ensuring play provision is available for children to choose from, and maintaining a homely environment. Consequently, the

p.4

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

childminder's home is conducive to positive learning experiences.

p.4

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

Children are actively supported to adopt healthy lifestyles and to learn the importance of this. They take part in plenty of physical exercise. Children play outdoors, walk in the local community and regularly visit the local park. As they play outside, they learn to recognise when they are too hot and the childminder talks to them about why this is, and the effect this can have on their bodies. Healthy choices are offered at mealtimes, during which the childminder and children all sit together enjoying good social interaction. Consequently, children's physical development, health and communication skills are supported well, and they make good progress. The childminder helps children to learn how to keep themselves safe. They learn to use equipment safely, for example, they learn to push the ride-on car correctly for themselves and they practise the evacuation drill regularly.

p.4

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

Children's behaviour is very good. This is because the childminder provides consistent routines and boundaries. Children learn to take turns, play cooperatively and share resources. The childminder recognises children's feelings and resolves minor conflicts in a calm and fair manner. In this way, children to begin to understand the feelings of others, right from wrong and to understand the emotions they are experiencing. The childminder promotes positive behaviour through regular praise, which increases children's self-esteem and confidence. As a result of this, children are happy, content and emotionally secure in her care.

p.5

provision

The childminder has a very good understanding of how to safeguard children. She has attended child protection training and knows what to do if she has any concerns about a child. Her first priority is the safety and welfare of children. An appropriate safeguarding policy and procedure is in place to guide the childminder effectively through the process of identifying and reporting any safeguarding concerns. The childminder has a good knowledge of the safeguarding and welfare requirements of the Early Years Foundation Stage. Consequently, children are kept safe, are well cared for, and should a concern arise, the childminder has the knowledge and commitment to ensure that children are kept safe.

p.5

provision

Children's individual development is monitored regularly by the childminder, to ensure that the educational programmes meet their needs. As a result of this, children make good developmental progress in all seven areas of learning. The progress check completed for children between the ages of two and three years provides a summative assessment of each child's achievements. As a result of this, any developmental delays or concerns about children are identified early and parents and other professionals are made aware. The childminder appropriately reflects on her practice, in order to identify the strengths and weaknesses of her provision. Her development plans ensure that any areas identified for improvement are appropriately addressed, for the benefit of children. The childminder is committed to improving her knowledge and skills, in order to build on her good practice. She regularly attends training and has completed a level 3 qualification.

p.5

provision

The childminder works well with other professionals involved with children. She has close relationships with the local pre-school, where a three-way flow of information takes place between parents, the childminder and the pre-school. This ensures each party makes a strong contribution to meeting children's needs and that all information needed about children's care and learning is effectively and safely shared. The childminder works hard to develop effective partnerships with parents. She recognises the importance of sharing information and makes sure that parents are well-informed about the provision and their children's progress. As a result, parents speak highly of the care and learning the childminder provides and value the contribution she makes to their children's progress.

p.5

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 EY317715 Local authority Nottinghamshire Inspection number 878037 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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