Childminder in Leicestershire

Inspection date

Previous inspection date 06/08/2014 18/06/2009

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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

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This provision is good

 The childminder knows children well and uses effective teaching strategies to engage them in interesting and challenging activities. Consequently, children are making good progress towards the early learning goals.  The childminder provides clear guidance about acceptable behaviour for children, so that they are learning to respect each other and cooperate.  Children are kept safe from harm because the childminder has a good understanding of her responsibility to safeguard them and there are suitable procedures in place to minimise risks.  The childminder reflects on her practice and identifies her strengths and areas for development. This allows her to work effectively with her co-childminder to maximise the use of their skills to improve outcomes for children.

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It is not yet outstanding because

 Existing partnerships with parents are occasionally not used to their full potential. As a result, chances to support children's development are not always maximised.

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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 compulsory part 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 childminders home and outdoors and talked to the childminder.  The inspector observed aspects of safety in the home.

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Inspection activities

 The inspector looked at documentation including children's assessment records and other required documents.

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Inspection activities

 The inspector took account of the views of parents who were spoken to during the inspection.

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Information about the setting

The childminder was registered in 1992 on the Early Years Register and the compulsory part of the Childcare Register. She lives with husband in East Goscote, Leicester. They live close to schools, pre-schools, shops and parks. The childminder works with another registered childminder and minds from her own home. The ground floor of the property is used for childminding and there is a fully enclosed garden for outside play. There are currently 11 children on roll, of whom four are in the early years age group. The childminder takes and collects children from local schools. She attends several groups on a regular basis. Both childminders have equal responsibility for the childminding practice.

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

 build on existing relationships with parents and further develop effective strategies to strengthen parents involvement, for example, with planning, so that all opportunities to support development are maximised.

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who attend

The childminder provides good teaching and learning opportunities for children in her care with meaningful activities. Therefore, children make very good progress in their learning and development. Her infectious enthusiasm and spontaneous interaction with children encourage them to engage fully in all that is offered. The very strong emphasis placed on young children's developing communication and language skills stimulates them to learn quickly. All children make good, consistent progress towards the early learning goals, as planning focuses closely on their disposition to learning and their interests. The childminder carries out regular assessments of children's progress ensuring any areas for development are quickly identified. Children are offered a good range of interesting, challenging activities suited to their age and stage of development. Skilful inclusion of different areas of learning within one activity bring added value to children's learning

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who attend

experiences, for example, when decorating cakes for a child's birthday treat the childminder talked about sizes and shapes, colours of icing and counted the cakes with the children.

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who attend

Through the thoughtful provision of exciting opportunities, children develop the key skills and attitudes to support them in their later learning. The childminder encourages children to become curious, independent learners as she follows their lead, providing access to toys and resources they want to use. Her positive teaching means they approach problems willingly and, with her support, persevere to find their own solutions. For example, as children mix icing to pour onto the cakes they decide how much water and colour to add. The easy interaction between the childminder and children and her use of effective, open questions encourage children to engage in their learning. This means they make strides in their learning through each activity offered. Children discover new skills as they explore outdoors in the garden, finding mini-beasts to observe and describe. The childminder offers descriptive language to explain their actions and praises children as they repeat new

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who attend

words, such as 'slimy", to describe a snails trail. The childminder encourages children to be physically active and they enjoy daily opportunities to be in the fresh air as they walk in the surrounding countryside, visit groups or the park and shops.

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who attend

The childminder develops supportive, mutually beneficial relationships with parents and effective communication means children experience consistency in their care and learning. The progress check for children between the ages of two and three years is completed by the childminder and covers a detailed summary of the child's learning and is shared with parents and carers. However, these relationships could be strengthened further to maximise the involvement of parents, for example, in observations and planning for their children and their next steps in learning.

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

Children feel at home and enjoy the time they spend in the childminder's welcoming, enabling environment. Her warm, personable nature ensures that children form close affectionate relationships with her as their key person. The childminder establishes a firm bond with children and their families through flexible, initial setting-in arrangements. This ensures she knows children well and is able to meet their individual needs, which effectively supports their emotional well-being. The childminder values each child as an individual and encourages their growth as independent, capable learners. Their social interaction develops effectively as she encourages children to interact positively with one another, learning to appreciate and tolerate similarities and differences. As a result, children behave very well and younger and older children spend time together harmoniously.

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

Children enjoy time spent in the childminder's garden, where they are active and learn about nature. They become familiar with their local area on trips to the park where they climb, jump and enjoy the freedom of wide-open spaces, which help them develop coordination skills and timing. Through such activities, children develop an understanding of how exercise contributes to the development of a strong, healthy body. Children learn about good hygiene routines as the childminder offers clear explanations about why they wash their hands before decorating cakes and eating lunch. During lunchtime, the childminder and children talk about the food children are growing in the garden, including tomatoes, discussing when they would be ready to pick and eat. Children, therefore, learn about healthy eating and the wider world. They make learn to make independent choices around their healthy meals, guided by childminder.

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

The childminder encourages children to develop self-help skills as they learn to do tasks themselves. For example, washing the bowls and spoons they have used in baking. Children become aware of risk in age-appropriate ways. For example, the childminder offers young children explanations of risk within their play and older children learn to use challenging equipment safely in the home and garden. The homely, relaxed, inviting environment provided by the childminder offers children an atmosphere that is conducive to learning.

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provision

The childminder has a good understanding of her responsibility to safeguard children. She has relevant safeguarding training and clear procedures in place should she have concerns. The childminder ensures that all adults associated with the setting are suitable to work with children. There are also appropriate policies in place that cover all aspects of how the childminder runs her setting that are regularly reviewed and shared with parents. The fire evacuation procedure is practised regularly so children learn how to keep safe in an emergency. The childminder completes comprehensive assessments that ensure risks are reduced in her home and during outings. As a result, children are free to explore and play in safety.

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provision

The regular observations and assessments made by the childminder are reviewed and discussed with her co-childminder to ensure that all areas of learning and development are covered and that children are making good progress. Any gaps are quickly identified and strategies put in place to support children, for example, differentiating instructions to ensure that all children can understand and join in with activities. The childminder works well as part of a team with her co-childminder to reflect on their practice because they informally observe each other on a daily basis. They accurately identify their strengths and take on particular roles accordingly. The childminder has completed mandatory and additional training that has given her a good understanding of her responsibilities to meet the care and learning needs of children. She shows a strong commitment to ongoing improvement, for example, self-evaluation is used effectively and is reviewed and updated

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provision

to reflect changes that have been made. It is also used to highlight further ideas for development. She also values and acts on the support she receives from a local authority advisor.

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provision

The childminder communicates effectively with other settings children attend and is able to provide continuity of learning because she shares their assessments and development records with them. The childminder's relationships with parents allow a regular flow of information that supports children's general well-being and parents are kept well informed about their children's development. Children are well prepared for their transition to school or nursery because the childminder has developed effective links with the local schools and settings to support children in their next steps in learning.

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The Childcare Register

The requirements for the compulsory 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 225189 Local authority Leicestershire Inspection number 876414 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 11

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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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