Childminder in Nottinghamshire

Inspection date

Previous inspection date 04/08/2014 29/05/2009

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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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 Children have many opportunities to develop their confidence, physical and social skills through weekly visits to parks, stay and play sessions and other similar groups in the locality.  Children build secure attachments with the childminder. This ensures that they are settled and happy in her care.  The childminder demonstrates a sound understanding of safeguarding policies and procedures, and understands how to report any concerns about children in her care.

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It is not yet good because

 The childminder has a limited knowledge of the requirements regarding the progress check for children aged between two and three years, resulting in this not being completed.  The childminder's knowledge of the prime and specific areas of learning and the early learning goals is not robust enough. Consequently, children's progress is not maximised through observations and assessments that are precise enough to shape their future learning and to identify areas for development.  The exchange of information for parents regarding how they may support their child's learning at home is not sufficient.  Self-evaluation has yet to be used effectively to fully monitor all areas of the provision, in order to accurately identify potential for future improvement.

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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 interacted with children at appropriate times throughout the inspection.  The inspector observed children's activities and routines in the playroom.

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Inspection activities

 The inspector had a tour of the premises and viewed the equipment and resources available to the children.

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Inspection activities

 The inspector looked at documentation including children's records, learning and development information and a selection of policies and procedures.

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Information about the setting

The childminder was registered in 2005 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her two children aged 13 and 11 years in Mapperley, Nottingham. The whole ground floor of the house, with the exception of the sitting room, is used for childminding. The childminder attends a toddler group and stay and play sessions in the locality. She visits the shops and park on a regular basis and collects children from the local schools and pre-schools. There are currently six children on roll, five of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7am to 6pm, Monday to Friday, except Bank Holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years.

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must:

 improve knowledge of the learning and development requirements of the Early Year's Foundation Stage, including the prime and specific areas of learning and the early learning goals, so that observations and assessments are more precise, based on what children can already do; use this information to help them make good progress in their learning and development

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must:

 implement the progress check for children between the ages of two and three years, so that any concerns about children's development can be identified and shared with parents, and action can taken to address the concerns.

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

 extend the partnerships with parents by further developing strategies to share information that promotes children's learning at home

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

 develop further the process of self-evaluation to fully monitor all areas of the provision and take into account ways to focus on improving children's achievements.

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who attend

The childminder demonstrates that she has a suitable understanding of the Early Years Foundation Stage. However, she is not fully aware of all the changes to the learning and development requirements or the prime and specific areas of learning. As a result, the childminder does not consistently use information from her observations to assess children's progress in order to inform future planning or their next steps. This means that children do not always receive challenging experiences, built on what they can already do, to help them make good progress in their learning and development. The childminder offers children a suitable range of toys and activities that generally support their development and learning, both in the home and in the local community. For example, she takes the children to local stay and play sessions. The childminder gathers information from parents on children's abilities before they begin in her care, enabling her to support a

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who attend

smooth move from their home to her setting. She uses this information to organise the environment to reflect their interests, age and skills.

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who attend

The childminder observes children during their play, but as yet does not monitor or assess the impact of children's play against the areas of learning. Consequently, children's next steps are not appropriately planned for, meaning they make satisfactory instead of good progress. Despite this, children are engaged in a range of play opportunities in which they show interest and enjoyment. For example, they look at puzzle books together, working out which picture needs to go where and laughing with one another as they do this. The childminder shares verbal feedback with parents at the end of each day, informing them of how their child has been and any significant learning that may have taken place. However, the sharing of information with parents to support their children's learning at home is not sufficient. The childminder is aware of the required review of each child's progress, within the prime areas of learning, when a child is aged between two and three

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who attend

years. However, she does not complete this summary in line with the requirements. This means that parents are not informed of any potential support or early intervention that may be needed should a child be exceeding their capabilities or if there are significant gaps in a child's learning or development.

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who attend

Overall, the quality of teaching supports children to develop the key skills needed for the next stage in their learning. The childminder speaks fondly of the children in her care and clearly knows what they like to do. The layout of her home allows children to make independent choices in their play. Toys are stored at children's level, which enables them to adapt and change their play as they wish. As a result, children become confident in their surroundings. Children are supported to develop their communication and language skills. For example, the childminder talks to them as they play and introduces new and unfamiliar words. When completing puzzles, children are unsure of some of the pictures; the childminder notices this and names the picture, which encourages children to repeat this. Children have good access to a range of books and clearly enjoy looking at these both on their own and in small groups. They turn the pages easily and use their

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who attend

developing speech to label what they see. Children explore number as they count 'one, two, three' before they run from one side of the room to the other. Some of the children are successful in naming colours when asked by the childminder. In addition, she shares with them the names of shapes they see when looking through books contributing to their understanding of shape. Although children do not access the rear garden, the childminder ensures children are able to develop their physical skills through regular visits to stay and play sessions as well as visits to the local park. This enables children of all ages to explore and challenge their physical skills on larger play equipment, as well as increasing their awareness of others, nature and the world around them. Children have some opportunities to use their imagination and to be creative. For example, children draw on cards using crayons, which are placed on string and displayed to allow children to see

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who attend

their creations. This supports their sense of achievement.

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

Children have formed warm and secure emotional relationships with the childminder, which helps to promote their self-esteem and confidence. The childminder is a calm and patient role model. During times of challenge, such as children behaving inappropriately or undertaking activities that are not suitable, she gets down on their level and speaks to them calmly, reminding them of how to behave and why some behaviour is not appropriate. For example, running in the play area may cause them to harm themselves or others. Children listen and do as they are asked. As a result, they generally behave well. Children's emotional well-being is effectively supported. For example, the childminder offers cuddles to those that seek her out for comfort and ensures that children's routines, such as sleeping times, are supported to ensure they feel safe and secure. The childminder is aware of the benefit of effective partnership working in order to support

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

children. In addition, links with local schools children attend are suitably established. As a consequence, children are emotionally prepared for the move to school and receive continuity in their care and learning.

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

The childminder talks to children about appropriate foods to eat and encourages them to make healthy choices. She works in partnership with parents to ensure that the contents of packed lunches some children bring are good for them and well balanced. Foods provided by the childminder support children's individual dietary needs as well as their growth and development. She offers children a range of meals and snacks, such as fresh fruit, sandwiches with a variety of fillings and hot meals if required. Drinks are freely available and children can access these at regular times throughout the day. Once these are depleted, the childminder ensures that they are refreshed. This means that children remain hydrated in the setting. Children's well-being is further supported through ensuring they have access to fresh air and exercise as they go to the park, walk to and from school and visit local stay and play groups.

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

Children's safety is appropriately maintained and areas children have access to are assessed for safety before they arrive to eliminate any potential risks. Stair gates are used in the play area to ensure that children remain safe during their play and to ensure the childminder is able to easily monitor their safety and well-being at all times. The childminder talks with children about their own safety, such as how to cross the roads appropriately when out in the locality, as well as practising the fire evacuation procedure with children. Consequently, children are learning how to take managed risks and keep themselves safe.

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provision

The childminder has an adequate understanding of the safeguarding and welfare requirements, although she has not fully developed her knowledge of the prime and specific areas of learning or how to accurately assess children's progress. The childminder has a sound awareness of how to keep children safe, for example, risk assessments are in place and daily checks of all areas children have access to. All adults living on the premises are suitably vetted, supporting children's safety and welfare. The childminder has an appropriate policy and procedure in place regarding safeguarding children in her care. She is able to discuss what would give her cause for concern and the appropriate action to take, should she suspect that a child was at risk of harm. Documentation and records are appropriately organised and reviewed regularly. This includes systems for recording information about children's specific needs and the necessary parental consents.

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provision

Although the childminder is developing her procedures for evaluating her practice, she is yet to use this to fully identify all areas of weakness within her provision. As a result, there are some gaps in the monitoring and delivery of the learning and development requirements. Since the last inspection, the childminder has made some improvements to her setting. For example, she ensures that relevant medical consents are in place regarding any intervention that may be needed in an emergency, supporting children's well-being. She ensures that all documentation is secured appropriately to maintain children's confidentiality and has developed the range of resources and activities to promote children's learning across all areas. However, there are still weaknesses regarding the delivery of the educational programmes, resulting in children making satisfactory rather than good progress.

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provision

The childminder endeavours to develop good partnerships with parents. She provides them with verbal information at the end of the day regarding their child's care and well- being. The childminder discusses the importance of working closely with parents to establish children's care needs and agreeing together how these can be met in her setting. In discussion, she demonstrates the need to work with other early years providers should any child in her care attend such settings. She has established a range of policies, which she shares with parents to ensure they are aware of her practice and are fully informed.

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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 EY304143 Local authority Nottinghamshire Inspection number 907825 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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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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