Childminder in Nottinghamshire

Inspection date

Previous inspection date 14/08/2014 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

 Children benefit from good quality teaching and a wide range of activities and experiences. Consequently, they are making good progress in their learning.  Relationships and attachments between the childminder and children are good. This means children are happy, feel safe and are secure in the childminder's care.  The childminder has a good understanding of her responsibilities in meeting the welfare and safeguarding requirements. As a result, the safety and well-being of children is actively promoted.  The childminder establishes a two-way flow of information sharing with parents, which enables her to meet children's individual care and learning needs well.

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It is not yet outstanding because

 Parents are not always well supported in guiding their children's learning at home.  Children's emerging interest in the natural world is not always well supported when they play and learn outdoors.

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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 spoke with the childminder and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at children's records, the planning documentation and some policies and procedures.

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Inspection activities

 The inspector looked at the resources available to children, observed outdoor activities and the interaction and learning between the childminder and children.

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Inspection activities

 The inspector checked evidence of the suitability and qualifications of the childminder.

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Information about the setting

The childminder was registered in 2014 on the Early Years Register and the compulsory part of the Childcare Register. She lives in a semi-detached house in a residential area in the north of Nottinghamshire and uses most of the house and enclosed rear garden for childminding. Toilet facilities are provided on the first floor. The childminder lives with her husband and has three children aged between four and eight years. She visits the local shops and parks on a regular basis. There are currently two children on roll. She takes and collects children from the local school and pre-school. The provision is open from Monday to Friday, all year round, from 8am to 5.30pm, except for family holidays and all main bank holidays. The childminder 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:

 build further on the support given to parents, in order to help them to guide their children's learning at home

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

 extend children's understanding and enjoyment of the natural world, for example, by providing opportunities for them to dig, plant and grow.

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who attend

Children are cared for in a welcoming home where resources are organised well to meet their needs. The childminder has an effective knowledge and understanding of the Early Years Foundation Stage. She uses this to plan activities that closely match children's stages of development and are linked to their particular interests. These include visits to parks and local shops, which help to support the good progress children make in their learning and development. The childminder observes children during activities and makes sound assessments of their abilities. Children benefit from a good balance of adult-led and child-initiated activities and the routine is very flexible to enable them to pursue their own interests. They make good progress in their learning and development and are well prepared for their next stage in learning. The childminder demonstrates a good understanding of how to engage children and capture their interests. She offers a positive

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who attend

environment in which children can learn and play. This results in children being enthusiastic learners and concentrating for long periods at their chosen activities. Children play with a good range of toys and activities to ensure they are stimulated throughout their day. Children's communication and language development is promoted well as the childminder holds conversations with them. She asks some open-ended questions, encouraging children to join in conversations and build their confidence.

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who attend

Teaching is good as the childminder sensitively supports children and extends their thinking through talking to them and role modelling how to play with the resources. Children begin to explore vocabulary because the childminder talks with them consistently about what they are doing and encourages them to respond to her. The childminder is actively involved in children's play and she interacts with them very well. She demonstrates high expectations of children and plans an educational programme that has depth and breadth across the seven areas of learning. Children benefit from a safe outdoor space, which gives them opportunities to explore and develop an understanding of the natural world. However, children are not always well supported to explore and investigate the natural world, particularly with regard to how things grown or decay over time, as they have only limited opportunities to dig, plant and grow flowers and plants.

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who attend

The development of children's physical skills and competence are encouraged well. They have ample space to move freely in the garden. Larger equipment is available in the garden and at local play areas, to help children increase their skills and confidence. Children's imaginative play is supported and extended well with role-play equipment, construction and small world toys. Children's individuality is recognised and valued. In addition, the childminder has a positive and inclusive attitude to diversity and resources reflect differences positively.

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who attend

The relationships with parents are good. Parents are fully included in their children's learning within the setting. For example, when their child first starts to attend they are asked about what their child can already do and this is used to determine their starting points. The childminder regularly shares with them information about children's daily care experiences, achievements, next steps in learning and activities planned to support their progress. However, there is less information shared about how parents can guide their child's learning effectively at home. The childminder demonstrates a good awareness of the progress check for children between the ages of two and three years. She understands how to involve parents in the process, so that they share what they know about children's learning.

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

The childminder works well with parents, who are invited to bring their child for settling-in visits prior to starting. She ensures that these visits are tailored to meet the individual needs of the children. This results in settled and comfortable children who move confidently around the childminder's home. Discussions with parents, as well as her own observations, help the childminder get to know each child. She understands their likes, dislikes and routines and is able to support them according to their individual needs and preferences. For example, she knows when children are getting thirsty or hungry and responds to this by having drinks available at all times. The childminder supervises children closely, instinctively recognising when they need support. The childminder's home is warm and welcoming. Children are cared for in a clean, safe and well-maintained home. The childminder provides a good range of toys, which are age appropriate for the children

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

she currently minds. Toys and activities are presented on the floor, in boxes or on low- level shelving, which helps children reach them by themselves. The childminder also makes good use of the outdoor play area and provides a good range of toys that complement the good range available inside. This enables children to take part in a variety of opportunities both indoors and outdoors. Children have many opportunities to develop their physical skills. They benefit from fresh air and exercise during outdoor play. They visit the local parks with the childminder, where they play with other children and develop their social skills.

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

Through positive praise, the childminder promotes children's confidence and self-esteem. She is a good role model and provides consistent routines. This supports children's understanding of what is acceptable behaviour, such as being kind and respectful towards others. There are house rules in place to help children be familiar with them. Children are given clear and consistent messages about learning to share, take turns and being kind to one another. This helps children to form positive relationships with those around them. The childminder ensures she spends time with all children so that they feel special and valued, which results in children having a positive self-image. Children are learning to behave well as the childminder has a calm and gentle manner and offers attention and encouragement to children in her care. She uses various ways to help them manage their behaviour, such as giving explanations to help them understand and using distraction with

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

younger children. Young children gain a good understanding about the importance of adopting healthy lifestyles. They are sensitively encouraged to follow good personal hygiene routines and learn to manage these independently. Children are beginning to develop good self-help skills, as they are encouraged to wash their hands themselves after activities and before snack time. The childminder talks to children about the importance of healthy eating. She encourages them to make healthy choices, such as fruit rather than biscuits and ensures fresh drinking water is available at all times. Children are learning to think about their own safety because the childminder talks to them about keeping themselves safe when they go out. The childminder completes risk assessments to minimise any potential hazards to children. This promotes their safety and well-being. Children develop an understanding of their own safety because the childminder makes

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

sure that they learn how to use resources safely and incorporates safety into their play and learning.

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

Positive and caring relationships established with children means that they are emotionally secure, behave well and are confident to play happily. Children are friendly and show an interest in what is happening around them. Children demonstrate that they feel secure and form good emotional attachments with the childminder as they regularly approach her for cuddles. They enjoy cuddles and close contact during quiet times, such as when they are getting tired. Children are also polite from a young age because the childminder reminds them to use their manners. For example, at mealtimes children say, 'please' and 'thank you'. Children respond positively to the attention and praise they receive, which fosters their confidence and self-esteem. The childminder consistently praises and encourages children, building on their self-esteem in a child-orientated, well-resourced and fun environment. Through good use of praise, providing consistent routines and

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

boundaries, children are developing a secure understanding of right and wrong. Children have numerous opportunities to learn about other cultures and beliefs as the childminder provides a range of resources, activities and experiences to support this. This helps children learn to value and respect others and to challenge inappropriate attitudes and practices.

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provision

The childminder has a good understanding of local safeguarding and child protection procedures. She fully understands her responsibilities and the procedures to follow if she should have any concerns. Consequently, children are effectively safeguarded. She makes sure that all of the required documents that promote children's well-being are in place and are shared with parents. For example, risk assessments are thorough for all areas. She anticipates and minimises potential hazards, through vigilance and effective risk assessments, enabling children to play freely. Documentation is well organised and readily available for inspection. The childminder understands about informing Ofsted of any changes to those adults living in the household. The childminder is mindful of having visitors to her home and she checks their identity and supervises them at all times.

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provision

Children are secure in the home, enjoy their play and learning and are confident. Consequently, children have a positive experience that forms a base for continued development. Relevant records are kept and well maintained, such as accident and medication records. The childminder has suitable policies and procedures, which she effectively implements to help her run her service. The childminder holds a current paediatric first-aid certificate, which supports her understanding of dealing with minor injuries. Additionally, accident and attendance registers are thoroughly maintained to keep children safe and promote their well-being. The childminder also has a procedure in place to record the administration of medication and she is aware of her responsibility in this respect.

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provision

The childminder demonstrates a positive approach to improving her knowledge and skills, in order to enhance the learning, development and care of children in her setting. She attends regular training and meets with other local childminders to improve her own understanding around caring for children. Self-evaluation is good and supports continuous improvement for the benefit of children who attend. The childminder has a positive and strong commitment towards monitoring and evaluating her service. She regularly reviews and monitors children's progress records and planning documents to ensure that she offers a broad range of activities across all areas of learning. This means that the childminder is able to check children make good progress in line with the developmental milestones appropriate for their age.

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provision

Parents share information about their children with the childminder and they discuss children's progress when dropping them off and collecting them. The childminder's relationships with parents are generally good. Parents are provided with a wealth of information about the childminder and her provision. Parents appreciate daily discussions with the childminder and the use of daily dairies to exchange information about their children. The childminder is in the process of implementing an electronic system, which will enable parents to upload any relevant information about their child, attach photographs of their children having fun and view their child's developmental progress. This effective communication contributes to meeting children's individual needs. The childminder understands the importance of working in partnership with external agencies and other settings to support children's learning and development. This demonstrates the

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provision

childminder's firm commitment towards continuous improvement and working in partnership.

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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 EY473640 Local authority Nottinghamshire Inspection number 955528 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 2

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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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