Childminder in Leicestershire

Inspection date

Previous inspection date 14/08/2014 28/02/2011

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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 demonstrates a good understanding of how young children learn and provides a range of play opportunities that promote children's learning and development.  The childminder is thoughtful and focused on the needs of children. She provides them with reassurance and praise. As a consequence, they develop a secure relationship with her and make good progress in their personal, social and emotional development.  The childminder promotes children's good health and physical growth by providing wholesome, home cooked meals and snacks that are nutritionally balanced.  The childminder takes time to reflect on the service she provides. This assists her in identifying how she meets the learning and safeguarding needs of each child and the care needs of their parents. Attention to addressing areas for development means that the childminder continues to adapt and positively evolve her service.

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It is not yet outstanding because

 There is room to broaden the depth of information shared with parents about children's learning and development, to further enhance the continuity of learning between home and the childminder's setting.  There is opportunity to enhance activities which enable children to investigate and explore further their own diverse backgrounds and cultures.

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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 had a tour of the premises.

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Inspection activities

 The inspector spoke with the childminder, her assistant and children at appropriate times and observed a specific activity planned by the childminder.

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Inspection activities

 The inspector observed children's activities and routines in the indoor and outdoor areas.

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Inspection activities

 The inspector looked at children's learning journal records, the systems for the monitoring of children's progress, a selection of policies and procedures and children's records.

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Inspection activities

 The inspector checked evidence of training completed by the childminder and her assistant, the childminder's suitability and the suitability of the assistant.  The inspector took into account the views of parents spoken to on the day.

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Information about the setting

The childminder was registered in 2007 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and one child aged five years in a house in Narborough, South Leicester. The whole of the ground floor and bathroom facilities on the first floor are used for childminding and there is an enclosed garden for outside play. The childminder works with her husband who is a full-time assistant. They take the children to toddler groups and walk with and/or transport children to and from the local school and pre-school. They visit the shops and park on a regular basis. There are currently 15 children on roll, seven of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7.30am to 5.30pm, 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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To further improve the quality of the early years provision the provider should:

 enhance further still the support for children's progress towards the early learning goals by making greater use of information from parents about children's interests, and their learning and development at home

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

 enhance learning for children by enriching opportunities for them to explore further their diverse backgrounds, home cultures, languages and learning about similarities and difference.

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who attend

The childminder is enthusiastic and passionate about her work. She demonstrates a good knowledge of the learning and development requirements of the Early Years Foundation Stage. The childminder successfully promotes children's learning and development in the prime and specific areas of learning by providing them with a variety of interesting and challenging activities. As a result, children make good progress in their learning and development from their starting points. The childminder offers a balance of adult-led and child-initiated learning experiences to meet the individual needs and interests of the children. Consequently, children are engaged and motivated in their learning. The childminder completes regular observations and assessments of the children and uses this information to develop future planning and identify the children's next steps. Detailed records enable the childminder to clearly identify and address any gaps in the children's

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who attend

The learning environment is well organised, with a good range of age-appropriate toys, books and games that are readily accessible. As a result, children are learning to make independent choices and have the key skills needed for their next stage in learning. The childminder and her assistant offer support sensitively and appropriately. They participate well in children's play as they get down to their level and allow children to take the lead. As a result, children concentrate well throughout their activities and feel valued. The children are encouraged to develop new skills as words of encouragement and praise support them to keep trying. For example, a younger child successfully completes a jigsaw as the childminder supports him to turn the pieces around. The child shows delight when he completes the task and has another go. The childminder provides a wide range of mark-making materials, such as painting and drawing, to promote early writing skills. In

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who attend

addition, children confidently sing songs from memory and listen to stories with pleasure and enthusiasm. As a result, they effectively develop their literacy and language skills preparing them for the next stage in their learning, including school. Children have good opportunities to use their imagination; they pretend to be a doctor or nurse, bandaging the childminder's arm and checking her temperature. They also play in the home corner, making cups of tea or going to the shops to purchase items of their choosing. While the children have fun the childminder extends their learning by introducing mathematical language, such as 'Have you got enough money for your shopping?' or 'That is a big bandage!' The childminder ensures that children are able to choose from a range of role- play resources and some of these reflect diversity in a positive way. However, the childminder's practice is not fully maximised with regard to raising children's awareness of

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who attend

their own similarities and differences, in order to promote an understanding of others. For example, there is scope for the childminder to enrich learning opportunities for children, by providing an enhanced range of dual language books, traditional toys or artefacts which further reflect their differing cultures and backgrounds. Children have access to a large outdoor play area and are developing good physical skills. They climb the slide with confidence and kick footballs with accuracy. Children learn about nature and the environment through activities, such as, planting seeds, watering them and watching them grow. The childminder points out things of interest in the environment. For example, she sees a snail, and asks the children to come and look she comments on its size and asks open-ended questions, such as 'Why do you think it has a shell?' and 'Where do you think it might be going?' Consequently, children are encouraged to answer and develop

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who attend

confidence in expressing their own ideas.

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who attend

Parents are involved in their children's learning, as the childminder keeps them up to date with regular development summaries. She also provides daily information on their progress and how they can support learning at home. The progress check for children between the ages of two and three years is also completed for all relevant children and shared with parents. In addition, parents are encouraged to share information relating to how their children's interests and learning are developing at home. This is currently achieved through passing discussions at drop off and collection times, and by sharing the children's development records. However, the childminder does not always maximise the use of this information to inform her planning to further support children's good progress.

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

Children show strong attachments and close relationships to the childminder and her assistant. This is because the childminder pays very good attention to supporting children as they come into her care through individually tailored settling-in procedures. She works closely with the parents gathering detailed information about their child's likes, dislikes and personal routines, which enables her to provide consistency in their care. Consequently, children settle quickly, happily, and are ready to learn from the earliest opportunity.

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

The childminder and assistant have a sensitive and calming approach which means children are happy and content as they play in a warm, welcoming and secure environment. The childminder observes children constantly to ensure they are emotionally secure and relaxed in their play. As a result, children's emotional well-being is fostered well. As their confidence blossoms, their personal, social and emotional skills grow positively under the nurturing care of the childminder. These foundations help to secure children's self-awareness and self-assurance. This in turn, prepares them for later moves into pre-school or on to school. Children establish good friendships with other children attending. This is because the childminder sensitively supports children to learn to play well together due to the consistently high expectations and boundaries with regards to their behaviour. For example, she calmly supports children to share the toys and take

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

turns. This effectively encourages good manners and behaviour as children gain a secure understanding of the impact of their actions on others. Children receive praise and encouragement from the childminder to reinforce their positive actions which fosters children's confidence and self-esteem.

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

The childminder effectively promotes children's good health through everyday routines, healthy meals, snacks and opportunities to engage in physical activities. The childminder understands the importance of a healthy balanced diet and how to promote this. She provides varied and nutritious homemade meals and snacks for children, including plenty of protein, fresh fruit, carbohydrates and vegetables. Children are encouraged to develop good self-care skills and an awareness of the importance of healthy practices through regular routines, such as hand washing. The childminder encourages children to sit at the table to eat, which promotes their social and independence skills. For example, children are encouraged to hold their cups correctly and return their cups and bowls after snack time. Children demonstrate personal care skills appropriate for their age and stage of development. For example, they know that they must wash their hands before eating and

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

after visiting the toilet, and older children show independence in this respect. Children enjoy playing in the garden, and visiting the local amenities. These opportunities enable children to be active and enjoy the health benefits of playing in the fresh air. This promotes children's physical development and encourages children to lead a healthy lifestyle. Children's safety is given high priority, the childminder is vigilant at all times, this ensures children are supervised well and kept safe. She talks to the children about safety, including holding the handle when going up the slide. This helps children begin to develop an awareness of safe practice. Good procedures are in place to record accidents and any medication administered. The childminder and her assistant each hold a current first-aid certificate to ensure that they deal with any accidents appropriately. Therefore, the well- being of children is being supported successfully.

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provision

The childminder has a good understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. She has effective, clear and well-written policies in place to support the safety and well-being of the children in her care. The childminder and assistant are able to describe how to deal with safeguarding concerns and all the adults in the setting have undergone the required suitability checks. Security procedures ensure the safety of children throughout the day. Risk assessments are completed thoroughly for the indoor and outdoor environment including outings. They identify potential dangers to children and how they will be eliminated or minimised. This means children are able to play and learn in a safe environment. Children take part in fire drills and they learn to keep themselves safe, as they become familiar with the evacuation procedure. Statutory requirements are also followed regarding working with assistants and permissions from

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provision

The childminder evaluates and reflects on the service that she provides and she is keen to continue to develop her practice. The childminder takes into account the views of children through observations of their play and of parents' views from questionnaires. She is using reflective practice well to identify areas for further improvement, along with identifying appropriate methods to enhance and extend her service. Since the last inspection the childminder and her assistant have each completed a childcare qualification at level 3. This has led to an increased knowledge and understanding of how to improve planning to provide experiences that cover all areas of learning and a balance of adult-led and freely- chosen activities appropriate to each child's stage of development. As a result, they are able to progress children towards the early learning goals and prepares them well for school. The childminder monitors the quality of the assistant's teaching skills and quickly

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provision

identifies weaknesses and ways to ensure a consistent approach is used by all the adults to support children's learning and development.

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provision

There are good partnerships in place with parents, other professionals and staff in the local nursery and primary school. This makes sure that children receive the support they need. Plans are organised well in advance of children's future moves onto pre-school and school. These help to equip and prepare them to make smooth changeovers with confidence. Parents confirm, through questionnaires, their appreciation for the job the childminder and her assistant does. For example, they describe their children as 'thriving in the environment' and that they are 'well looked after'. In addition, parents spoken to on the day of inspection, speak highly of the childminder and her assistant and have the 'utmost trust and confidence in them'.

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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 EY341639 Local authority Leicestershire Inspection number 878232 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 15

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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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