Childminder in Leicestershire

Inspection date

Previous inspection date 14/08/2014 18/06/2010

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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

 Children are well safeguarded because the childminder is highly knowledgeable and follows the correct safeguarding procedures.  The childminder has a good understanding of how young children learn and develop, and uses this well to promote their learning. Therefore, children make good progress.  The childminder forms positive relationships with the children and their families. Therefore, children's well-being is effectively promoted.  The childminder evaluates the provision well and is committed to making ongoing improvements to her setting. As a result, children receive high-quality care and education while at her home.

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It is not yet outstanding because

 Parents are not consistently well supported to share information about children's starting points, to provide a firm basis on which to plan for their future learning.  The childminder has not established strong partnerships with professionals who support children with special educational needs and/or disabilities, in order to build on her own knowledge and skills and to offer the best possible support to these children.

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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 indoors and outside.  The inspector held discussions with the childminder and children.  The inspector completed a joint observation with the childminder.  The inspector checked evidence of suitability of the childminder and her assistant.

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Inspection activities

 The inspector looked at and discussed with the childminder a range of policies, procedures and records, including the self-evaluation form.

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Inspection activities

 The inspector took account of parents' views from their written responses to the childminder's parent survey and discussions held.

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Information about the setting

The childminder was registered in 2006 and is on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register. She lives with her partner, who occasionally works as an assistant, and four children aged 10, six, two and one year in Hinckley, Leicestershire. The family has a pet dog, a rabbit and some chickens. The whole of the home is used for childminding, with the exception of the front bedroom, and there is an enclosed garden for outside play. The childminder walks or drives to and from local schools to take and collect children, and attends local toddler groups on a regular basis. There are currently seven children on roll, three of whom are in the early years age range. The childminder supports children with special educational needs and/or disabilities. She operates all year round from 8am to 6pm, Monday to Friday, except for family holidays. The childminder holds a relevant childcare qualification at level 3.

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

 support parents further to share even more information about what their children know and can do when they first join the setting

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

 develop further knowledge and skills to build on the good support provided for children with special educational needs and/or disabilities, for example, by developing relationships with a wider range of professionals.

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who attend

The childminder has a good understanding of how young children learn. She makes routine observations and assessments and uses this information effectively to inform the planning. This includes using the progress check for children between the ages of two and three years. The childminder provides a good range of learning experiences for children that actively support their good progress across all areas of learning. As a result, children are readily acquiring the skills, attitudes and dispositions they need to be ready for school. She knows the children well and can accurately identify children's stages of development and next steps in their learning. The childminder regularly shares this information with parents and uses their knowledge to help inform activities. Consequently, this supports children's good progress between the setting and home. However, parents are not well supported to share information about what their children know and can do when they join

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who attend

the setting. This means that the childminder does not have all relevant information needed to establish clear starting points, from which to plan for children's ongoing learning and development. Support for children with special educational needs and/or disabilities is good. The childminder uses her observations and assessments to identify any areas of delay. She seeks support for any children that she identifies may need it, by sharing this information with their parents. As a result, children with identified needs make good progress in relation to their starting points, and gaps in their learning close quickly. However, the childminder has not established direct links with other professionals, in order to improve her own knowledge and provide the best possible support for children.

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who attend

The quality of teaching is good because children are well supported to make good progress. There is a well-guided mix of outdoor and indoor play, both child-initiated and adult-led. For example, outside, children enjoy a wide range of activities, such as sand play, shaving foam play, building towers and playing board games. As a result, children are highly engaged and enjoy the different aspects of the activities available as they explore and play together. When inside, children initiate small-world play activities and exploring different media and materials with skilful adult support, to enhance their learning. For example, the childminder encourages them to mix colours, handle small tools and equipment, such as scissors, to sound out and copy letters, and also share materials. As a result, children enjoy a varied educational programme with well-thought-out activities that promote all aspects of their development and prepare them well for the next stage of

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

The childminder develops positive relationships with children and their parents. This actively benefits all parties and helps children to feel secure in her care. Parents' comments demonstrate that they feel she is very welcoming and caring. They also comment that they feel she provides a warm and secure environment for their children. The childminder tailors the settling-in procedures according to children's individual needs. This is because she fully understands the importance of children feeling safe and secure within the environment, before they feel able to fully explore and therefore begin to learn. This approach fully supports children's emotional well-being.

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

The childminder promotes good hygiene routines and teaches children to manage their own self-care needs. For example, children express when they are too hot or too cold and the childminder supports them to manage these needs for themselves. A wide variety of healthy food choices are offered to children during snack times. The childminder uses trips to the local shops and to see the chickens in her garden as an opportunity to learn about healthy eating. She discusses with the children where food comes from and the benefits of eating well, and encourages them to make their own healthy choices. Therefore, children's understanding of keeping themselves healthy is well promoted. Both the childminder and her assistant hold appropriate first-aid qualifications, which means any minor accidents or injuries are treated appropriately. There are clear procedures in place, discussed with parents, to support children's medical and dietary requirements. These procedures and

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

good practices help to ensure children's good health and well-being at all times. Children are frequently reminded about safety, in the home and when out and about on walks or trips. Furthermore, children are well supported to take supervised risks in their play. For example, they carefully use larger play equipment at the local park and help with preparing snack in the home by chopping the fruits and vegetables with a knife. These activities teach children about keeping themselves safe.

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

The environment is stimulating and welcoming. Resources are well suited to the ages of the children and are carefully matched to their needs. Therefore, children's learning is actively promoted and self-motivation is encouraged. Children's behaviour is consistently well managed. The childminder positively reinforces good behaviour during activities using lots of positive encouragement and praise. She gently introduces children to her house rules when they start and continually seeks their ideas to add to these. For example, she asks them not to run inside or jump on the furniture, so they remain safe. Children's understanding of these behaviour expectations are clear as they respond to her quickly. Overall, children are emotionally well prepared for the move into other settings and schools. The childminder ensures that they acquire the right emotional skills needed to adapt to the changes ahead.

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provision

Safeguarding arrangements are robust and the childminder places a good emphasis on ensuring children in her care are well protected. She understands her role in protecting children from harm and is fully aware of how to follow correct safeguarding procedures should she have a concern about a child. The childminder also knows what to do in the event of an allegation being made against herself or others living or working on the premises. She implements robust recruitment procedures and seeks to assess the suitability of any assistants she employs. Risk assessments are consistently undertaken and are reviewed regularly. This helps to make sure that children are cared for in a safe environment. The childminder ensures well-placed policies and procedures are known to parents and are implemented effectively by herself and her assistant. Consequently, children's safety is well promoted and they are actively protected from harm.

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provision

The childminder monitors the educational programmes well. She ensures all children are making progress by recording her observations and assessments onto a tracking sheet. This enables her to clearly see if progress is being made and any areas where there might be delay. She is committed to developing her knowledge further through attendance at additional training on planning and assessment arrangements. The childminder employs her partner as an occasional assistant and ensures that his knowledge and training is kept up to date through regular discussions with him. Currently she is not using an assistant, but reviews this regularly to ensure her ratio requirements are met. This proactive approach helps to make sure that children benefit from continually improving provision.

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provision

Self-evaluation arrangements are strong and take account of the opinions of children and parents. The childminder identifies clear areas for improvement, which she prioritises and addresses effectively. Since the last inspection, the childminder has successfully addressed the recommendations. For example, she has developed effective methods of communication with other settings so children benefit from continuity in their care and learning. Partnerships with parents are positive and contribute to children's good progress. Feedback from parents is all positive as they comment that they feel their children enjoy attending the setting. The childminder has recently sent out parent surveys and has introduced communication books to actively seek parental engagement. Partnerships with some other professionals, such as local authority advisers, childminders, toddler groups, nurseries and schools, help promote continuity in children's learning.

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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 EY338210 Local authority Leicestershire Inspection number 878190 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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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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