Childminder in Derbyshire

Inspection date

Previous inspection date 21/07/2014 Not Applicable

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 Children's early speaking and reading skills are promoted well, which means they are acquiring some of the necessary skills to be ready for school.  The childminder generally has good links with parents, to promote continuity in their children's care and learning.  Children show how they have formed secure emotional attachments with the childminder, as they use her as a secure base to return to when they become wary of unfamiliar adults.  The childminder has a suitable understanding of child protection procedures, which means she knows how to respond to any possible signs and symptoms of abuse.

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It is not yet good because

 Outdoor play is not planned for and resources are not well considered or attractively presented, to ensure that there is diversity in children's learning opportunities outdoors.  Risk assessments of the premises do not take full account of all areas, specifically the kitchen and the outdoors. This compromises children's safety.  Opportunities to establish links with teachers from the local schools, to further promote continuity in children's care and learning have not been maximised.  Self-evaluation does not fully identify areas for further improvement, limiting the opportunity to further support children's welfare and learning outdoors.

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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 in the main playroom and the outside learning environment.  The inspector conducted a joint observation with the childminder.

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Inspection activities

 The inspector checked evidence of the childminder's suitability, training certificates, risk assessments, and policies and procedures.  The inspector spoke with the childminder throughout the inspection.  The inspector looked at children's assessment records.

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Inspection activities

 The inspector took account of parents' written views recorded in children's learning journals.

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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 two children, aged seven and six years in a house in the Cresswell area of Worksop. The whole of the ground floor and the rear garden is used for childminding. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis, and collects children from the local schools and pre-schools. There are currently 10 children on roll. Of these, four are in the early years age group and attend for a variety of sessions. The childminder operates all year round, from 8am to 6pm, Monday to Friday, except bank holidays and family holidays.

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must:

 ensure that learning in the outdoor environment is planned across all areas of learning and that resources and equipment are well considered and attractively presented, to enable children's differing learning preferences to be met and progress to be maximised

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must:

 complete regular risk assessments of all areas of the home, with specific regard to the kitchen, bathroom and rear garden, identifying and removing any hazards to ensure children's safety.

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

 enhance relationships with teachers from the local schools, to promote more consistent levels of continuity in children's care and learning

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

 devise and implement a thorough self-evaluation process, identifying strengths and areas for development, and draw up an action plan to overcome weaknesses that have been highlighted as a result of the process.

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who attend

The childminder demonstrates a suitable understanding of her role in supporting children's learning and overall she facilitates this well. Regular observations and detailed information gathered from parents help to make an initial assessment of children's starting points on entry. Thereafter, regular observations are recorded to establish how each child is progressing and to determine their next steps in learning. As a result, assessments show that children are making suitable progress towards the early learning goals and developing the basic skills they need for their move onto school. The childminder offers a range of educational programmes that broadly cover the seven areas of learning. However, outdoor play is not planned for and does not allow the children to experience all areas of learning outdoors. This is evident by the poor selection of resources, which provide little diversity in learning opportunities. As a result, children's differing learning preferences are not

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who attend

maximised outdoors and this hinders their progress.

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who attend

The childminder demonstrates appropriate teaching skills and she uses books well to promote children's communication, language and early literacy skills. Children attempt to repeat words, such as 'bird', as the childminder points to pictures in the book. Children use single words and sounds to describe what they see. For example, when the childminder shows children a picture of a pig, children say 'Oink'. The childminder says the name of the animal so children can hear this clearly. Picture books are also used to promote children's early counting skills, as the childminder encourages them to repeat numbers from one to ten. Stacking blocks are used to create simple structures and children show fun in their play as they knock them over and giggle.

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who attend

The childminder talks to parents daily and she provides regular access to their children's learning journals so that she can share their progress in more detail. Parents provide verbal updates about their children's learning and interests at home and the childminder takes account of these. In addition, the childminder records parents comments about any aspects of their children's progress in their learning journals. Consequently, this shared approach to children's learning and development means parents are able to support and build on their children's learning at home.

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

Children are generally kept safe as the childminder has appropriate measures in place. For example, the premises are kept secure while children are present. However, some areas of the home, specifically the kitchen, downstairs bathroom and the rear garden, do present some hazards to children and their total safety. This is because wine bottles, partly filled with sterilising solution are lined up on a low-level kitchen window, which children pass to access the downstairs bathroom; garden equipment is also left near the entrance to the back door and so are accessible to children.

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

The childminder offers a gradual settling-in process and information is discussed with parents about their children's individual needs. This helps to support children's move between the provision and home, to ensure children feel happy and secure. The childminder is kind and caring and children show how they have formed secure emotional bonds with her. For example, children use the childminder as a secure base to return to for reassurance when they show that they are wary of unfamiliar adults. Children's behaviour is age-appropriate because the childminder promotes socialisation through activities which encourage turn taking and sharing. The childminder works in partnership with parents to provide nutritious meals and snacks for children. This helps children to learn about healthy food choices. Children show how they are learning to promote their self-care skills, as they independently use wipes to wash their hands before and after

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

food. In addition, children demonstrates how they are beginning to recognise their personal needs, as they clearly communicate wet or soiled nappies.

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

Children have access to daily fresh air and opportunities are provided for them to take part in activities, which promote their physical development. However, the childminder's garden is not used to its full potential, as resources and equipment are not as well considered or attractively presented as indoors. Children have opportunities to learn about keeping themselves safe. This is because the childminder teaches them about road safety when they visit the local library and toddler group. At these groups, children also have opportunities to make friends with other children. This helps to develop children's social skills and teaches them how to interact with others, so they are ready emotionally for the wider social network of school.

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provision

The childminder demonstrates a suitable understanding of child protection procedures. She has attended relevant safeguarding training and knows how to identify and respond to any possible signs and symptoms of abuse and neglect, at the earliest opportunity, to protect children. Safeguarding policies and procedures include the action the childminder will take in the event of an allegation being made against her. In addition, they include the use of mobile telephones and cameras in the provision, to protect children from their possible misuse. Regular fire drills are carried out and the childminder has appropriate fire detection control equipment in place, such as smoke detectors. However, the childminder does not always identify and remove hazards, to protect children's well-being. As a result, children's safety is compromised.

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provision

The childminder has a suitable understanding of her role in meeting the learning and development requirements. Monitoring of assessments of children's learning and development provide a broad overview of each child's skills, abilities and progress. As a result, any gaps in children's learning are identified and professional advice is sought to ensure children reach their expected level of development. The childminder has attended several courses and is committed to her on-going professional development, to raise achievements for children.

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provision

The childminder has started to reflect on the whole of her provision and through self- evaluation has identified some strengths and weaknesses. However, this process does not fully identify areas for further improvements, specifically children's well-being and learning outdoors. Partnerships with parents are encouraged by the childminder and she shares children's daily experiences with them at drop off and collection times. The childminder has made links with the local school and is well known to the teaching staff. However, she does not always share information in order to identify children's individual learning and care needs, to promote continuity in this respect.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 ensure that all necessary measures are taken to minimise any identified risks (compulsory part of the Childcare Register)  ensure that all necessary measures are taken to minimise any identified risks (voluntary part of the Childcare Register).

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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 EY453387 Local authority Derbyshire Inspection number 921584 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 10

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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

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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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