Childminder in Nottingham

Inspection date

Previous inspection date 04/08/2014 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 effective teaching skills and a good understanding of the children's starting points, their likes and dislikes and how to advance their learning to ensure they make good progress.  The childminder has strong partnerships with parents and positive relationships with children so they feel safe and secure in the environment, enabling them to learn.  The childminder is well organised and has a professional approach. She reflects on her practice and makes positive changes which bring about improvements for children.  The childminder fulfils her responsibilities in meeting the safeguarding requirements. Potential risks to children are minimised through effective safeguarding and risk assessment procedures.

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It is not yet outstanding because

 The childminder does not always use her outdoor area to provide opportunities for children to observe and investigate a wide range of aspects of the natural world.

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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 viewed the areas of the premises and garden used for childminding.

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Inspection activities

 The inspector spoke with the childminder, parents and children at appropriate times throughout the inspection.  The inspector observed activities in the playroom and outdoors.  The inspector held a joint observation with the childminder.

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Inspection activities

 The inspector looked at documents, including a selection of policies and children's assessment records, and checked evidence of the childminder's suitability.

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Information about the setting

The childminder was registered in 2014 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner in Nottingham. The whole ground floor of the house is used for childminding. There is an enclosed garden available for outside play. The childminder attends groups and activities at the local children's centre, and she collects children from local schools and pre-schools. There are currently five children on roll, three of whom are in the early years age range 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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To further improve the quality of the early years provision the provider should:

 extend the range of activities and experiences provided during outside play in the garden, to allow children to carry out investigations of the natural world.

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who attend

Children are happy in the home environment as a result of the warmth and care provided by the childminder, who displays a good knowledge of the learning and development requirements of the Early Years Foundation Stage. She shows her understanding of the way that children learn through play and provides a wide range of activities and experiences that stimulate and motivate them. The childminder shows a good awareness of children's developmental stages. She completes her observations of children at play and collects information to identify children's learning priorities and inform her future activities. Therefore, she delivers activities that are both interesting and challenge the children's learning. As a result, children make good progress and learn the necessary skills to prepare for their future learning. The childminder provides early intervention for all children to receive suitable provision to meet their learning needs. This also applies to the

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who attend

very able children in her care. The childminder records children's progress in their learning journey records. These contain photographs, observations and assessments of children's development. Parents are involved in establishing initial assessments and in maintaining up-to-date records, ensuring that parents remain involved and informed of the progress of their children. The childminder shares activities with parents, which allows learning to be reinforced at home.

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who attend

Teaching is effective as the childminder fully involves all children in activities that cover a wide variety of learning. Children concentrate for extended periods of time, as they fully engage with the childminder to complete activities, such as making crispy cereal cakes. Children measure and pour the ingredients into the bowl and the childminder introduces new words, such as, 'full', 'fast' and 'slow'. Each child takes a turn to mix the ingredients, ensuring that they can make their own batch to eat later, and they explore and mix it in their own way. The childminder supports children's growing understanding of number as she tells them how many spoonfuls they need to measure into the cake case. Children copy her as she counts 'one, two'. Children clearly build good relationships with each other as they are ably supported by the childminder. For example, children play 'piggy in the middle' with a ball in the garden, throwing, catching and taking turns with the younger

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who attend

children following the older children's lead.

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who attend

Children develop their physical skills effectively and enjoy playing outside. Children demonstrate evolving skills, catching and throwing balls and moving with purpose and increasing precision as they run around the area chasing bubbles. The childminder has created an exciting learning environment. However, there is scope to increase opportunities for young children to investigate and explore the natural environment more fully; for example, by providing planting activities and opportunities to dig, mix and build with natural materials. Children take part in a range of creative activities, which they enjoy. The childminder uses everyday routines and adult-led activities to teach early literacy and mathematical skills. For example, children count as they play card games, write in cornflour and match pictures as they complete puzzles. The childminder makes sure that each child has fun when they are learning. This is clearly demonstrated as

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who attend

children laugh while they dance around the garden practising steps and singing songs.

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

Children form secure bonds with the childminder and this promotes their well-being. The childminder works with parents to collect useful information, understand interests and integrate routines for each child's care with procedures from home. For example, individual dietary requirements are well catered for and parents express their gratitude for the extra efforts made. Children establish a positive and affectionate relationship, which means that they are confident and secure emotionally, behave well and are able to play happily. They tell their parents that they had the 'best time ever' on their first visit. The childminder ensures that children become confident with new situations when they begin different activities and attend groups within the local community. For example, the childminder takes the children to the local messy play activity group. This gives them opportunities to meet other people, use alternative play equipment and be a part of the

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

local community. This helps to promote children's social skills and develop their self- confidence in social situations, which prepares them for attendance at pre-school, school and other care settings. The childminder supports their physical and emotional well-being, which results in children being contented and secure. Young children respond to the childminder's care and enjoy the gentle, quietly spoken approach and warm manner. The childminder responds well and meets children's needs, for example, intuitively understanding when older children need a quiet moment on their own.

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

Children behave well. The childminder acts as a good role model in line with her behaviour management policy. Children are given clear and consistent messages about learning to share, take turns and being kind to one another. House rules have been drawn up by the children and the childminder and are displayed on the wall with words and pictures. Children are aware of these and follow them effectively. The children are able to inform the childminder when someone is breaking the rules. This helps them to form positive relationships with those around them. Children respond positively to the attention and praise they receive, which fosters their confidence and self-esteem. The childminder consistently praises and encourages children, building on their self-esteem in a child- orientated, well-resourced and fun environment. Through good use of praise, providing consistent routines and boundaries, children are developing a secure understanding of

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

Children are able to be independent, active and explore securely. Young children gain a good understanding of healthy lifestyles as they are sensitively encouraged to follow personal hygiene routines and learn to manage these independently. Children are beginning to develop good self-help skills as they are encouraged to wash their hands themselves before snack time. The childminder provides healthy snacks and meals for children, and menus are displayed for both children and parents to see. Daily risk assessments are robustly completed which ensure children are safe. She encourages them to learn about and take age-appropriate risks inside and outdoors. There is a safety gate to the kitchen so the youngest children cannot get in, and gates to the outside are all securely locked. The childminder has a positive attitude to equal opportunities and welcomes all children and families into the home. Children have opportunities to learn

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

about other cultures and beliefs as the childminder provides a range of relevant resources; for example, children's artwork relating to Eid was on display. Children also take part in activities about different cultures and special festivals. This helps to enhance children's learning in order for them to value and respect others and to challenge inappropriate attitudes and practices.

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provision

Leadership and management are good because the childminder has a commitment to providing high quality provision. She has experience working in nurseries and has used these skills in her childminding methods. She aims to provide a homely environment and has completed a variety of training to improve her skills and keep updated with contemporary information regarding her practice. The childminder has a full understanding of her responsibility in meeting the learning and development requirements of the Early Years Foundation Stage. She observes children regularly during everyday play, assesses skills and strengths and further supports them to make good progress. The childminder recognises the individuality of children and the features of effective learning which they show in their play. She is fully committed to ongoing and up-to-date record keeping and frequently tracks children's learning from their starting points. All of this practice and

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provision

information is shared with parents, so that they are always kept well informed. The childminder evaluates her practice and has started to identify her strengths and priorities for improvement. The childminder is familiar with the requirement to undertake a progress check for children aged between two and three years, and has plans to implement these for those children who will soon be within the relevant age group.

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provision

Children's health and safety are effectively maintained through the childminder's policies and procedures. For example, she has completed a paediatric first-aid course to ensure children can be treated appropriately in the event of an accident or illness. The childminder continually risk assesses all areas used for minding and identifies potential hazards, ensuring children are kept healthy and safe. For example, she ensures the floor is free from too many toys and talks to children about tidying toys away. Policies are shared with parents when they register their children. Information needed to support children's welfare is sought at the time of registration. This includes a medical history, information about allergies and known health needs, as well as children's likes and dislikes.

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provision

The childminder's partnerships with parents are very strong. One parent states that she is very impressed by her professionalism and safeguarding and that, 'Our son really enjoys the times he is there and has settled in really quickly'. The childminder takes account of parents' views and communicates through a variety of means, including texts and social networking sites, as well as face-to-face daily meetings. Information about significant learning is recorded in learning journals, which include photographs of children playing and learning and illustrate the variety of activities in which the children are involved. This ensures that all parties work together for the best outcomes for children. The childminder is fully aware of where to access support for children with special educational needs and/or disabilities should the need arise. The childminder makes links with and collects children from the other early years settings they attend.

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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. We re-inspect nurseries and pre-schools judged as requires improvement within 12 months of the date of 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

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Grade Judgement Description

is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met There were no children present at the time of the inspection. The inspection judgement is that the provider continues to meet the requirements for registration. Not met There were no children present at the time of the inspection. 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 EY469612 Local authority Nottingham City Inspection number 954593 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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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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