Burrows, Jenny

Inspection date

Previous inspection date 17/07/2014 17/11/2009

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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 provides a comfortable and welcoming environment where children feel safe and form positive relationships.  The childminder ensures that the children's good health and individual routines are actively considered and appropriately met throughout the day.  The effective organisation of the premises and a suitable range of activities and resources promotes children's enjoyment and meets their needs.

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It is not yet good because

 Evaluation and monitoring of the service is not always sharply focussed and systems to include parents in planning children's next steps are not fully embedded.  Younger children's sensory skills are not fully maximised because some resources, such as treasure baskets and natural resources, are not consistently available for them to explore.  The childminder does not have a fully comprehensive understanding of safeguarding procedures, with regard to the arrangements for the use of mobile telephones and cameras.  There is room to strengthen the partnerships with parents further so that they have greater opportunities to share more information about their children's learning and development at home.

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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 spoke with the childminder and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector checked the childminder's suitability, qualifications and her policies and procedures.

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Inspection activities

 The inspector looked at resources available to the children, observed activities in the kitchen and the interaction and learning between the childminder and the children.  The inspector took account of the views of parents.

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Information about the setting

The childminder has been registered since 2002. She lives with her family in a house in a suburb of Nottingham. Minded children have the use of the whole of the ground floor, with toilet facilities available on this level. There is an enclosed rear garden for outdoor play. There are facilities close by, such as a park, school and shops. The childminder takes and collects children from the local schools and nursery. The childminder is registered to care for a maximum of six children at any one time and is currently caring for three children in the early years age range. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder operates Monday to Friday all year round from 6.30am to 5.30pm, except for family holidays and Bank holidays. She is a member of the Professional Association for Childcare and Early Years.

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must:

 improve the safeguarding procedures to fully consider the use of mobile telephones and cameras and implement the procedure accordingly.

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

 develop the process of monitoring and self-evaluation to provide an accurate overview of the provision's strengths and weaknesses in all areas

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

 provide further opportunities for the younger children to explore using their sensory skills, for example, by increasing and make more available the range of toys, such as treasure baskets

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

 extend the partnerships with parents so that they have greater opportunities to share more information about what their child is learning at home.

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who attend

The childminder has a sound knowledge and understanding of the Early Years Foundation Stage. Regular observations of children's learning are undertaken, which enables her to plan effective activities that successfully help children to make reasonable progress from their starting points. The childminder knows the children well. This is because she takes the time to get to know the children by effectively observing them as they play. The childminder uses the accurate information from her observations to track each child's development in order to identify and plan for their next steps in learning. This helps to ensure that children make steady progress. As a result, she is able to provide a suitable balance of child-led play activities and adult-led educational provision, which helps children prepare for school. The childminder has developed positive relationships with parents. She shares and exchanges information about children's welfare on a daily basis. However, she

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who attend

does not fully engage parents in discussions about their children's learning and development, or share information about their child's learning and development at home, in order to consolidate their learning. The childminder completes the progress check for children between the ages of two and three years to inform parents of children's individual progress. This is in order to identify any early intervention that may be needed and further support children's individual needs.

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who attend

The childminder offers a warm, welcoming and child friendly environment. This helps children to feel valued, safe and happy and empowers them to make their own decisions. As a result, children are enthusiastic learners and are able to concentrate for age- appropriate periods of time at their chosen activities. For example, children are fully engaged when playing with the musical instruments; they are encouraged to explore rhythm and song. Children confidently access a wide range of interesting resources stored in all of the play areas. Teaching is good as the childminder sensitively supports children and extends their thinking through open-ended questions. She talks to them and role models how to play with the resources. For example, she asks questions to make the children think about what they are doing as they use the variety of musical instruments, she role models fast and slow with the rainmaker shaker. However, younger children are

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who attend

not always given sufficient opportunities to explore and investigate using their senses because, for example, resources, such as treasure baskets containing natural materials are not readily available to them.

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who attend

Toys are stored at children's level and they understand that they can help themselves. This increases their opportunities to explore their environment. Large motor skills are enhanced during trips to local parks and play areas where the children enjoy climbing, balancing, throwing and kicking balls. The children are also taken to local places of interest, such as shops, parks and libraries all of which helps to develop their understanding and knowledge of the world around them. The childminder demonstrates a good understanding of how to engage children and capture their interests.

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

Children are happy, confident and are interested in what they do. They develop warm relationships and are form secure bonds and attachments with the childminder, which promotes their well-being and independence effectively. This supports them in developing trusting relationships. Children benefit from visits to social groups that enable them to develop confidence in new environments. They enjoy cuddles as they sit close to the childminder and welcome her into their play. The childminder responds to children's comments enthusiastically and is genuinely interested in what they do and say, which raises their confidence and promotes their self-esteem well. Children use their manners well and are praised by the childminder when they use them. The childminder has basic house rules in place to help the children be aware of what is expected from them. Hence, children are well behaved.

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

The childminder collects information about each child's welfare needs from parents when children first start to attend. She then uses this to ensure that their needs are met and their familiar routines are followed to ease transitions between home and her setting. Children are given appropriate praise for their achievements. This successfully encourages them to try new experiences and become confident to have a go for themselves. The childminder works with parents to meet all dietary needs and ensures that all children are well nourished. She provides cooked meals and healthy snacks. Children help themselves to a drink as they become thirsty. The childminder helps children to develop good health routines and praises them for all their achievements. For example, children are aware of when they need to wash their hands. During intimate care routines, such as nappy changing, the childminder talks to the children to ensure they feel secure and develop

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

Children develop an understanding of their own safety because the childminder makes sure that daily opportunities are included to learn about this. For example, children take part in the fire-drill practise, so they quickly learn what to do if they hear the fire alarm. The childminder manages the environment effectively. A varied range of age-appropriate toys and resources are easily accessible to children which means they are able to make independent choices. Children are able to move freely around the downstairs areas of the childminder's home and they are supervised at all times while either playing indoors, outside in the garden or when they are on outings with the childminder.

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provision

The childminder has attended safeguarding training to develop her knowledge of how to keep children safe. Consequently, she has a suitable understanding of child protection issues. In addition, she holds a current first-aid certificate, which means she can give appropriate treatment if there is an accident involving a child in her care. The childminder has written policies in place for safeguarding, including information on the supervision of children, the administration of medicines, and the maintaining of confidentiality. These are all shared with parents. The childminder demonstrates through discussion, a clear understanding of her role and responsibilities with regard to safeguarding and knows the procedures to follow should she have any concerns about the welfare of children. She ensures that other adults living in the home have had their suitability checked, which helps to keep children safe. Policies and procedures are in place which generally promote the

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provision

welfare of the children. However, the childminder is in breach of requirements as she does not have a specific knowledge and understanding of the procedures to follow regarding of the safe use of mobile telephones and cameras. This means that these aspects of maintaining children's safety have not been fully considered.

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provision

Systems for the observation and assessment of children sufficiently ensure that children make steady progress. The childminder has a generally good understanding of the learning and development requirements and she understands her responsibility for developing educational programmes that offer children opportunities to play and explore. She is beginning to identify strengths and areas of her service which require improvement. The childminder is aware that the systems used to evaluate the effectiveness of the educational programmes are not yet detailed enough to securely identify where improvements in the quality of teaching can be made, or instances when requirements have not been met. The childminder has a positive attitude to equal opportunities and welcomes all children and families into the home. She ensures that the environment is warm and welcoming to children and has some resources readily available for them to

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provision

Partnerships with parents are sound. The childminder speaks with parents and has established a warm relationship with regard to children's care, learning and development. Parents regularly share what they know about their children as they discuss this on a daily basis with the childminder. Parents speak positively about the childminder and her provision. They state that their children are very happy and settled and that the childminder is very good at sharing information. They feel happy with their children's development. They feel that the childminder has helped their children to grow into a happy, confident child. The childminder is very clear about the benefits of working with other professionals and she understands the importance of sharing information with other providers that children attend, in order to promote continuity in children's care and learning. The actions from the previous inspection have been adequately addressed and

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provision

improvements have been made to generally help to promote the learning and well-being of the children. This demonstrates the childminder's commitment to ongoing improvement.

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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 EY221862 Local authority Nottinghamshire Inspection number 877380 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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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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