Childminder in Leicestershire

Inspection date

Previous inspection date 21/08/2014 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 childminder implements purposeful activities, specifically to support children's language development, to ensure that they make good progress in this area.  Children are safeguarded and protected from harm. The childminder demonstrates a good understanding of the symptoms of abuse and the procedures to use to report concerns.  Children enjoy a range of visits to places in the local area. This extends learning and promotes social skills as children meet a wide range of people in their community.  The childminder is aware of children's needs and provides warm, affectionate care and gentle interaction, which sensitively supports their emotional well-being.  The childminder engages well with parents on a regular basis. This ensures that an effective exchange of information promotes consistency and continuity in children's care and learning.

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It is not yet outstanding because

 The childminder does not always enhance children's play and exploration outdoors to complement the already good learning experiences inside.

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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 childminder's home.  The inspector observed children during activities both indoors and outdoors.

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Inspection activities

 The inspector looked at children's assessment records and a range of other documentation.

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Inspection activities

 The inspector checked evidence of suitability of the childminder to work with children and the childminder's self-evaluation form.

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Inspection activities

 The inspector took account of the views of parents and carers spoken to on the day and from information included in the childminder's own parent comment slips.

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Information about the setting

The childminder was registered in 2014 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged seven and two years in a terraced house on the outskirts of Leicestershire and uses the whole of the ground floor for childminding. There is an enclosed garden for outdoor play. The childminder attends a toddler group and visits the local shops and park on a regular basis. The childminder has a dog as the family pet. There are currently four children on roll, two of whom are in the early years age group and attend for a variety of sessions, throughout the week. The childminder provides care from 8am to 6pm, Monday to Friday.

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

 enhance the use of the outdoor garden area to enable children to play and explore, for example, by introducing open-ended resources to encourage their imagination.

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who attend

The childminder has a good knowledge and understanding of how young children learn and develop. She seeks information from the parents about their children's interests, likes and dislikes and what they can do. As a result, parents are involved in their children's learning from the outset. A collaborative approach means that support for children's learning is continuous. The childminder observes and assesses children's development in the first few weeks that they are with her and each child's significant new learning is documented and assessed. Next step learning opportunities continue to support further progress. The childminder works closely with parents to agree where learning may need challenge or more support. Targeted activities for children ensure that any gaps in their learning are rapidly closing. As a result, purposeful planned activities that are implemented well, ensure children are making good progress. The childminder has a good

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who attend

understanding of the progress check for children between the ages of two and three years and completes comprehensive summaries for children's teachers as they move onto a new setting or school. As a result, children are motivated and acquiring the necessary skills they need as they make good progress towards the early learning goals.

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who attend

Children are motivated to learn because the childminder provides plenty of support, encouragement and guidance. She is friendly and approachable and children show developing confidence in their surroundings. The childminder continually talks to children about what they are doing as they play, giving them time to respond and acknowledging their responses. This helps children to build confidence in their thinking, listening and language skills. The childminder provides opportunities for children to use their imagination and joins in with their play. For example, children enjoy making tents with clothes rails and fabric. Children use lots of open-ended resources indoors to develop their imagination. However, there are fewer opportunities outdoors for children to play and explore open-ended resources to extend their imaginations. During play, the childminder gets down to their level and sits on the floor to ensure she is able to maintain eye contact

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who attend

with them. This helps children to feel valued and supports their personal, social and emotional development. Children gain an awareness of themselves and others through fun activities. For example, children laugh and giggle as the childminder plays hide-and-seek with them and shouts 'boo' when they are found. The childminder supports children to have a go and do things for themselves. For example, children concentrate as they play with cars and problem solve how to make them move. As a result, they develop an understanding of how things work. The childminder supports children's understanding of number and size through everyday activities. Children learn about colour as they make marks on paper with paint. This supports early writing and the development of skills children need for school and the next stage in their learning.

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who attend

Toddlers use of individual words and of putting two words together, is developing rapidly. This is because the childminder listens attentively and gives children time to talk and respond to her. Sounds and early words are acknowledged and repeated by the childminder, so that children are encouraged to try them again. Communication is consistent through all activities to extend children's language skills. For example, while playing with the malleable dough at the table, the childminder joins in and models descriptive and directional language to the children. Consequently, children are being introduced to new words as they play to support their language development.

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

Children show that they are happy and comfortable with the childminder and they have made positive attachments. This is because the childminder is gentle, caring and attentive to their needs. She meets with parents when the children first start attending to gather information about their care and learning needs. She arranges settling-in visits according to parents' wishes and children's needs. As a result, children settle well and their individual needs are appropriately met. They happily go to the childminder for comfort, reassurance and support and show a good sense of belonging. The childminder has a calm and consistent manner with the children. Children behave well and the childminder gives them lots of positive praise when they are doing well. Children's artwork is displayed on wall for all to see. This helps children to recognise their own success and grow in confidence. As a result, children are emotionally prepared for the move to their next stage of learning or

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

The childminder provides a healthy, nutritious diet for the children and they are encouraged to feed themselves and learn skills of independence. Young children are encouraged to think about their own care needs by independently washing their faces after snack. The childminder supports children's independence further by supporting them to have access to warm soapy water at the sink. She arranges the home playroom, so children know where to find the toys and equipment they want to play with and they confidently go to collect them. This encourages both their independence and active learning. 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. In addition, introducing children to group situations whereby they socialise, helps to prepare them for the move to other settings. Young children go on the school run with the childminder each

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

day, so they become very familiar with the local school environment. This enables children to explore and investigate the natural environment and resources to enhance their understanding of the world around them.

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

The childminder is effective in teaching toddlers about safety as they learn how to manage potential dangers in the home, such as not climbing on the furniture in case they fall. Children are safe because the childminder carries out daily risk assessments of the home and on outings. External doors are kept locked when children are in the provision and safety gates ensure children cannot access areas, such as the upstairs, without supervision. The childminder has attended first-aid training. Therefore, she can provide appropriate care in the event of a child being involved in an accident or if they become unwell while in her care.

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provision

The childminder understands her responsibilities to support children's development and well-being to promote their safety and welfare. She has effective policies and procedures, which are regularly reviewed and shared with parents. Children are kept safe because the childminder has a good awareness of potential risks to their safety and she has developed comprehensive systems that enable her to protect them from harm. The childminder demonstrates a good understanding of what to do if she has any concerns about the welfare of children in her care. Children are safeguarded from harm, as a result of effective implementation of the safeguarding policies and procedures.

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provision

The childminder has a positive attitude to equal opportunities and welcomes all children and families into the home. She ensures that the environment is warm and welcoming to children and has resources readily available for them to make their own choices. Partnerships with parents are well established, ensuring children's development is effectively enhanced while meeting their needs and supporting a smooth move to nursery or school. Parents are able to share information about their children with the childminder and they discuss children's progress when dropping off and collecting them. Parents are kept up to date regarding their child's daily events, learning and care needs through the use of daily diary sheets. The childminder offers flexible care supporting the changing needs of the parents from which children benefit.

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provision

The childminder shows a positive approach to improving the service that she provides. She has reflected upon her practice through self-evaluation and has targeted areas for improvement. Parents are involved in the evaluation as they complete questionnaires about the service provided. The questionnaire shows that parents are extremely satisfied with the service they receive. The childminder demonstrates commitment to continue to develop her practice. For example, she plans to complete further training on the Early Years Foundation Stage, in order to improve learning outcomes for children and ensure their overall welfare, care and learning needs are given high priority. The childminder attends local network meetings for childminders. This enables her to keep up to date with changes and continuously improve her service.

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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 EY474419 Local authority Leicestershire Inspection number 955539 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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