Childminder in Leicestershire

Inspection date

Previous inspection date 02/05/2014 15/04/2011

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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 is a good role model and interacts with children in a loving and playful way. She generally knows the development stages of the children she cares for. Consequently, children are making progress in their learning and development.  The childminder develops warm and nurturing relationships with children and supports them well in forming friendships with other children in her home. This enables children to feel safe, confident and happy in her care.  The environment is clean and secure. The childminder has a good understanding of safeguarding and helps children to think about keeping safe when playing. As a result, children are kept safe from harm.

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It is not yet good because

 Consistent strategies to work in partnership with parents and other settings, in order to jointly support children's learning, development and well-being are not sufficiently developed.  The childminder has failed to inform Ofsted of changes to persons living on the premises within the required timescale.

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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 convenient times during the inspection.

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Inspection activities

 The inspector observed activities taking place in the living room, dining room and kitchen.  The inspector looked at children's learning journeys and assessment records.

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Inspection activities

 The inspector checked evidence of suitability and qualification, the childminder's self-evaluation and a range of policies and procedures.

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Information about the setting

The childminder was registered in 1987 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, son, daughter-in-law and grandchild aged eight years. The whole of the ground floor and bathroom facilities on the first floor are used for childminding and there is an enclosed garden for outdoor play. The family has a dog and a bird as pets. The childminder visits the local shops and parks on a regular basis. She collects children from the local schools and pre-schools. There are currently five children on roll, all 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 supports children who speak English as an additional language and receives funding for the provision of free early education for three- and four-year-olds.

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

 devise better methods of working in partnership with parents and other settings so that information regarding children's learning, development and well-being is consistently shared in order to fully support their progress.

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who attend

The childminder has warm relationships with children and interacts affectionately with them. She has suitable understanding of how children learn through play and how to support their learning and development. This enables her to provide a range of play activities which support children's interests and reflect the seven areas of learning. The childminder completes observations of children's learning and development and files these in their learning journals, along with photographs of activities children participate in. Activities are appropriately planned to fully meet children's learning and development needs or to target gaps in their learning. The childminder talks with parents about their child's interests and daily care needs, however, consistent opportunities to work in partnership with parents using a joint approach to support children's learning are not fully developed. Therefore, children's progress in the care of the childminder is not always

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who attend

consistent with what they are learning at home.

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who attend

Children show delight and enthusiasm in spontaneous activities that occur. For example, they all join the childminder when she helps to make a man out of a construction toy. They eagerly choose a plastic duck to take part in a singing activity and all have a go at seeing whether or not their feet fit inside an empty box. Children clearly show affection towards the childminder and their peers, demonstrating that they are secure in their personal, social and emotional development. The childminder supports children's communication, language and understanding as she helps them to recall early events in the day, for example, children recall the spider they had seen in the morning. She introduces concepts of size by referring to a bumble bee sticker as 'big', and children copy her by saying 'big one', showing they have understood the mathematical concept of big and little. Furthermore, she praises children's awareness of numbers when they announce

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who attend

the man they are making has 'two eyes'. The childminder supports children's self- confidence by demonstrating and gives a running commentary of how to pull the backing off the bug sticker, and as a result, children are confident to do the activity by themselves. Children have free access to a range of books, which supports their literacy development. The childminder further supports children's early literacy skills when she informs them she will not know what the use-by dates are on the food that is delivered if they pull the printed labels off. This helps children understand print has meaning. Through this activity the childminder also encourages the children to problem solve, as she helps them to work out that by emptying some of the contents, the bags are lighter to carry.

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who attend

The childminder enjoys the children's company and involves herself in their play in order to support and extend their learning. For example, she lays on the floor to interact with a child playing with a construction set. She mostly uses open questions, asking 'What could we make?', the children respond, 'a man'. The childminder continues to ask the children what she could use for arms and legs. All children offer their own suggestions, the childminder models good listening and understanding as she nods and responds to all children, showing them that she has heard their voice and ideas. This effectively supports children to form positive relationships and they learn how to behave well in group situations. The childminder is aware of the progress check at age two but has not yet completed one. Regular outings with another childminder and her children to local parks and schools develop children's awareness of the local community. This, along with

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who attend

supporting children to manage their own personal needs and encouraging them to be independent, such as zipping up own coats, taking off and putting on shoes and eating packed lunches, all helps children develop the skills required for starting school. However, the childminder has not developed effective partnerships with other providers the children attend. This means that information relevant to children's learning, development and care needs is not consistently shared so all those involved are able to support children in the best possible ways. All children, including those who speak English as additional language, are working within the developmental bands expected for their age and have the basic skills they need for school and their next stage of their learning.

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

Children are happy and confident and demonstrate secure attachments to the childminder, other familiar adults and their peers. Children frequently run up to the childminder for a quick snuggle and run off playing again, demonstrating they feel secure and that they have a strong sense of belonging. The childminder has created a warm, family environment where children's self-esteem is fostered. Children demonstrate they feel valued as they parade around in their hand-made paper grass and mini-beast hats, and the childminder praises their efforts and says how good they look. Resources, toys and equipment are age appropriate and children can freely access what they want to play with. The childminder encourages parents to stay for a while when children first visit. This helps them to settle quickly and make a smooth move from their home to the childminder's care.

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

Children have good independence skills. For example, even the youngest children eat their yogurt completely unaided then take their pot and spoon into the kitchen without being prompted. Older children confidently manage their own personal needs, and the childminder does not intervene but is close by for support if needed. Children are encouraged to wash their hands after attending to personal needs. Children independently search for, put on and take off their shoes. The childminder has a good understanding of how to keep children healthy. For example, she washes her hands after nappy changes, wipes down table surfaces before children sit down to eat, and all children have their own individual juice beakers. Children always have access to drinking water, which helps them stay hydrated. Lunchtimes are sociable occasions where children sit together to eat. The childminder provides lunches or parents can provide their child's own lunch. The

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

childminder encourages healthy eating by introducing taste-testing activities. She ensures that children have a healthy lunch, such as sandwiches, pieces of fruit, vegetables and yoghurts. Additionally, children see and discuss healthy foods as they help the childminder put away the lettuce, tomatoes and peppers that are part of the shopping delivery. Children show their understanding of adopting a healthy diet as they comment, 'eggs and milk make you strong'. The childminder praises them and confirms that these foods do help you stay fit and healthy. Although the childminder encourages children who are fussy eaters to try new foods, partnerships with parents are not sufficiently developed to foster a joint approach to tackling this, and in turn, fully support children's well-being.

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

Children behave well. They are courteous and polite and listen to the childminder when she talks to them about keeping themselves safe. For example, she explains to children that swinging a threading lace around could hurt someone and asks children not to put items in their mouth as they could swallow them and choke. She also explains to children to hold onto the stair rail tightly as they walk downstairs. Consequently, all children understand why boundaries are in place, which helps support their early understanding of keeping themselves and others safe. Children regularly visit local parks and enjoy playing games with the parachute. Furthermore, this activity captures the interests of other children using the park, which helps children form wider friendship circles as well as support their physical development. The childminder helps children to prepare for their move on to school and pre-school by encouraging their independence. In the main,

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

children are appropriately emotionally prepared for their next stages of learning.

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provision

The childminder has an appropriate knowledge of the safeguarding and welfare requirements for the Early Years Foundation Stage. However, she has failed to notify Ofsted of changes to persons 16 years or older living on the childminding premises. She has ensured these people have Disclosure and Barring Service checks, however, this is a breach of requirements of the Early Years Foundation Stage and does not fully support children's safety. She has completed safeguarding training and understands her responsibility in maintaining children's safety and well-being. She has a sound understanding of what to do should she have a concern about a child in her care and is familiar with Local Safeguarding Children Board procedures. The childminder has procedures in place to ensure children play in a safe and secure environment. These include written risk assessments of the premises, which help minimise any hazards to

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provision

children. All statutory documentation, such as written parental consent forms, accident records and accurate records of attendance, is in place, which generally promotes children's welfare.

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provision

The childminder has a positive approach to children's learning and has introduced visual props to extend this further. For example, knitted currant buns and coloured ducks with blue fabric for a pond are used at singing time to help consolidate children's learning. The childminder has completed a self-evaluation form, however, this is descriptive rather than evaluative and does not effectively identify her strengths or areas for improvement. The childminder has been minding for many years, and through experience understands what steps to take if she has concerns about a child's level of development.

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provision

The childminder regularly meets with another local childminder and her children, and uses these opportunities to share good practice. There are also varied and interesting opportunities for the children to go on outings, such as visiting the recycling centre, which helps them explore and get to know more about the environment in which they live. In the main, partnerships with parents and other settings are positive and warm.

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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 225288 Local authority Leicestershire Inspection number 818280 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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