Childminder in Leicestershire

Inspection date

Previous inspection date 11/08/2014 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 quality of teaching is good because the childminder has a secure knowledge and understanding of how children learn and develop. She carefully observes them to assess their skills and provides activities to promote their progress.  Children are safeguarded well because the childminder is fully aware of child protection procedures. Her home is safe because risks are minimised and children are suitably supervised.  Parents are kept fully informed about the activities their children take part in and the progress they make. The childminder suggests play ideas that children can try in their own homes to complement their learning.  Good settling-in procedures help children to make secure attachments with the childminder. This good emotional support helps children to settle quickly and grow in confidence and independence.

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It is not yet outstanding because

 The childminder does not consistently incorporate the views she gathers from parents when evaluating her provision, to further assist her in identifying areas for future improvement.  There are fewer opportunities for babies and young children to develop their understanding of their own families, backgrounds and the wider 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 observed activities taking place in the playroom and garden.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times during the inspection.  The inspector viewed the areas of the premises and garden used for childminding.  The inspector took account of the views of a parent present on the day.

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Inspection activities

 The inspector looked at children's observation and assessment records, the register of attendance and children's records.

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Inspection activities

 The inspector checked evidence of suitability of all members of the household, the childminder's qualifications and her self-evaluation and improvement plan.

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Information about the setting

The childminder was registered in 2014 on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. She lives in Leicester Forest East with her husband and three children aged 14, 10 and two years. The whole of the ground floor and the upstairs bathroom are used for childminding. There is an enclosed garden for outdoor play. The family has a pet cat. The childminder is able to walk with children to and from local schools and pre-schools. There are currently four children on roll, three are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7.15am to 6pm, Monday to Friday, except bank holidays and family holidays. She has an early years qualification at level 3.

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

 build further on the effective self-evaluation process by fully incorporating the views of parents to identify areas for future improvement

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

 increase opportunities for babies and young children to develop an understanding of themselves and the wider world.

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who attend

The childminder demonstrates a secure understanding of how children learn though play. Children's starting points and interests are well known because parents complete an All about me document. This provides the childminder with in-depth information, relevant to the child's age and stage of development, which she uses to offer a broad range of interesting activities that provide challenging experiences for all children. Young children are motivated by the childminder to try things for themselves, for example, she encourages babies to crawl around and explore. They reach out and pick up objects that interest them, passing them from one hand to another. This enables children to have a go and discover their environment. The childminder effectively assesses children's progress and supports children well to achieve the next steps in their learning. Parents are kept well informed of the activities their children take part in. This is through the use of a daily

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who attend

diary, by regular, informal discussions and by having good access to their child's learning journal. The childminder also suggests play ideas to parents so that children can try in their own homes to extend their learning even further. As a consequence of the childminder's good teaching and effective partnerships with parents, children develop a variety of skills for their future learning in readiness for school. The childminder's home is well-organised with resources either stored on the floor in baskets or in low-level, clearly labelled storage units. This means that children of all ages confidently make independent choices in their play and take the lead in seeking out their favourite toys. Resources include those which help children gain an awareness of the diverse society in which they live. However, babies and young children have fewer opportunities to see pictures of the special people in their lives and their favourite places,

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who attend

in order to learn about themselves, their families and other people. Children's language development is fostered very well because the childminder joins in with their spontaneous play, encouraging conversations and responding to babies babble. The childminder asks young children, for example, to name objects in the sand tray. She repeats phrases back to children to help them consolidate their learning, such as 'that's right it is a spade, it is a red spade'. Children thoroughly enjoy singing a variety of action and number rhymes. They copy the childminder's actions and move their body to the rhythm of the music. They also listen intently to stories and learn to carefully turn pages and repeat words, helping to extend their vocabulary. This effectively promotes children's communication skills. Older children develop an interest in books and this promotes their understanding that words have meaning. Children practise emergent writing as they make marks with chalks, pencils

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who attend

All children gain good mathematical skills. The childminder puts number labels on plant pots in the garden. Children collect pebbles to put into the pot, learning to match numerals and quantity correctly. This activity is skilfully adapted for young children. They happily fill their plant pots with objects, emptying them out on their return for the childminder to count. Children use their imagination well and welcome the childminder's involvement in their pretend play. For example, they pretend to make cups of tea for adults and take their baby dolls for a walk. Babies have a number of interactive toys and young children show an interest in toys with buttons, flaps and simple mechanisms, which they competently operate. As a result, children are gaining an insight into technology and developing some useful skills for their future learning. Children enjoy plenty of fresh air and daily exercise. They climb on play equipment and learn to kick, throw and catch balls.

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who attend

This supports children as they develop their coordination and balancing skills.

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

Children clearly enjoy the childminder's company and are responsive to her support and reassurance. She offers a gradual settling-in period so that children feel safe and comfortable in her home and quickly gain a sense of belonging. The childminder ensures that she obtains in-depth information from parents about their children's likes, dislikes and routines. This enables her to provide good quality care, taking into account their individual needs. Children's emotional development is effectively promoted. The childminder holds babies close to comfort them when they are tired and children readily go to her for cuddles. As a result of this close contact, children become confident and enjoy trying new experiences.

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

Children move freely between rooms and activities, self-selecting toys and exploring their surroundings. This means that they become active and inquisitive learners. Flexible routines incorporate trips out to offer new experiences, such as introducing young children to larger group activities when visiting local play sessions. This helps to prepare young children for a smooth transition to the local nurseries and primary schools. Children learn to behave well and have regard for the needs of others. The childminder is consistent in her approach to managing behaviour and works effectively in partnership with parents. She sets clear house rules and boundaries and this develops children's understanding of right and wrong. Younger children are helped to understand that throwing toys is not acceptable and that learning to share is important. Children are developing good self-care skills. They learn to take their coat on and off and use the toilet independently.

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

Children are encouraged to develop healthy lifestyles with a positive focus on healthy eating. Food is home cooked and freshly prepared taking into account children's individual dietary needs and parental preferences. The menu is varied and includes plenty of fruit and vegetables. As a result, children learn about the importance of eating healthily. Children enjoy outdoor play, which effectively promotes their physical development. The childminder makes good use of local venues, such as parks, to extend the options for physical play so that children benefit from fresh air and exercise. The childminder carries out daily checks of her home to help ensure children are safe. She reminds them to be careful and supervises them as they play. This enables children to confidently explore their environment, while staying safe. For example, children learn not to stand in front of the swing when someone is using it because they could get knocked over.

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provision

The childminder has a secure understanding of the safeguarding and welfare requirements. She has a well written safeguarding policy to follow should she need to seek advice or raise a child protection concern. This is shared with parents so that they are aware of her role and responsibilities in protecting children from harm. In addition, the childminder completes safeguarding children training. Consequently, she is up to date with current practice. All adults living on the premises are suitably vetted and children are only released into the care of authorised individuals. The childminder's home is safe and children are closely supervised. Risk assessments are regularly conducted and take account of all areas children have access to. The process is effective in identifying and minimising risks to children, therefore, keeping them safe and secure.

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provision

The childminder shows a good commitment to providing a quality service. She has a wealth of experience caring for young children in a day care setting. The knowledge gained from her early years qualification supports the childminder in monitoring the delivery of the educational programmes, planning and assessment. This helps to ensure children's care and learning needs are clearly identified and met. The childminder reflects on their practice and in the short time she has been childminding, she has made changes to her provision to benefit children. For example, she has re-organised the play area to enable children to freely access resources. Treasure baskets have been created so that babies can explore and investigate. However, the views of parents are not consistently used to further assist the childminder in identifying areas for future improvement. The childminder welcomes the support of the local authority to share good practice and she

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provision

uses the internet to research relevant childcare information. This means she can continue to support children in making good progress in their learning and development. The childminder fully understands the importance of continuous professional development and has attended a variety of courses including paediatric first aid and safeguarding children.

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provision

Partnerships with parents are good, and it is evident from their feedback that they are very satisfied with the care and learning their children receive. They exchange information each day about their children's achievements and well-being. Furthermore, parents receive a well-written daily diary that gives a clear account of their child's day and the activities they take part in. Parents are provided with information about their child's ongoing progress, including the progress check for children aged between two and three years. This ensures continuity of care and learning. The childminder recognises the importance of working in partnerships with external agencies, and other settings children may attend. This ensures children's needs are met, there is continuity in children's care and learning, and children who have additional needs are supported successfully.

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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 EY472705 Local authority Leicestershire Inspection number 957344 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

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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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