Childminder in Nottinghamshire

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

 Children are supported in making strong progress from their starting points because they are provided with a range of learning opportunities that capture their interests and motivate them to learn.  Children's continuing progress is promoted through secure partnerships with the local school that ensure detailed information about children's learning is shared.  The childminder has a thorough understanding of the safeguarding and welfare requirements and children's safety is given high priority. As a result, children are protected well.  The childminder demonstrates a clear understanding of her strengths and weaknesses. Clear action plans means that she is continually improving her service to benefit the children she cares for.

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It is not yet outstanding because

 Information gathered from observations of children's learning is not always used as effectively as it could be to inform planning.  The wealth of information recorded about children's learning is not always shared with parents, who visit the setting less frequently.

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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 in the main playrooms and the outside area.  The inspector conducted a joint observation with the childminder.

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Inspection activities

 The inspector asked the childminder questions about her practice at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at children's assessment records and the planning documentation.

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Inspection activities

 The inspector checked evidence of suitability and qualifications, the provider's self- evaluation form and improvement plan.

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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 survey.

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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, one adult child and three younger children aged eight, 11 and 13 years in a house in Doncaster. The whole of the ground floor and the rear garden are used for childminding. The family has a dog, two cats and a guinea pig as pets. The childminder attends a toddler group and activities at the local children's centre. She visits the park on a regular basis and collects children from the local schools and pre-schools. There are currently three children on roll, of whom one is in the early years age group and attends for a variety of sessions. The childminder operates all year round from 7am to 6pm, 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:

 use information gathered through observations and assessments more consistently to inform planning, so that educational programmes focus even more precisely on children's next steps in learning

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

 explore the different ways in which information about children's learning can be shared with parents to ensure that those, who rarely visit the setting, access the wealth of information available to them.

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who attend

The childminder has a very good understanding of children's learning and development. This means that all children are supported in making strong progress in their learning. She obtains information about children's starting points from parents, which ensures she can accurately assess children's abilities and continue to build on their skills. She plans educational programmes that take into account children's interests and in the main, their learning needs. For example, children's interest in the farm is promoted as they look at how wheat grows and explore how it is turned into flour. Their understanding of mathematical concepts is promoted when they learn about weights and measures while making bread. Their understanding of the world is further extended by investigating how yeast can be used to blow up a balloon.

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who attend

Communication and language are promoted through discussions during children's play. As a result, children have strong foundations that support them in all areas of learning. For example, they use furniture and a range of materials to build dens and act out narratives with their friends. The childminder helps children to choose books from the local library and this extends their access to literature. They are encouraged to make connections in their learning by relating the story to their own learning experiences. Story sessions are stimulating because the childminder involves children in the story by skilfully questioning them and helping them to tell the story themselves. Questions, such as 'Why is the sun important?' promote discussions that help them to think critically and share their knowledge. Children's learning is promoted well across all areas of learning through this overall, high quality teaching, which enables all children to develop their own interests.

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who attend

Detailed observations and assessments are completed and children's next steps in learning are identified. The childminder understands her responsibility for completing the required progress checks for children between the ages of two and three years and sharing them with parents. This means that children, who are not meeting their expected milestones, are identified quickly. On the whole, information from observations and assessments are used effectively to monitor children's progress and to promote their good progress towards the early learning goals. However, planning is not always focussed to target children's individual learning needs. This means that they are not always fully supported in making the best progress possible. Nevertheless, tracking documents show that all children are meeting the expected milestones for their age. Information is shared with parents through regular progress reports, which overall, keep them very well informed of

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who attend

their children's development. This ensures that they are involved in monitoring their children's development and in setting next steps in their learning. As a result, continuity in children's learning is supported. Established partnerships with the local schools means that information about children's learning is shared. Therefore, children enjoy continuity in their learning when they move onto school.

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

Parents comment that the childminder is very friendly and approachable and they feel welcome in her home. This supports partnerships with parents and ensures information about children's well-being is shared. Comprehensive information is obtained from parents when children enter the childminder's care. This makes certain she has detailed information about children's individual care needs. She uses the information to help children to settle and to ensure each child develops secure attachments early in their care. All children demonstrate that they are happy and feel safe and secure as they independently explore. Children are supervised well and are kept safe at all times. They are taught to risk assess for themselves. For example, they learn about road safety during trips to the local park, the dangers of accepting gifts from strangers, how to use the internet safely and how to stay safe near water. During activities, they learn how to keep

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

safe while using everyday equipment. For example, the childminder teaches them how to use utensils safely. As a result, they are developing a thorough understanding of how to protect themselves from danger. Children have the freedom to explore and investigate in the outdoor area where they use large play equipment to test their skills, such as climbing the slide and jumping on the trampoline. They also visit local parks where they use large play equipment and enjoy a range of team games. This helps them to understand how exercise supports their overall health and well-being. Children enjoy a variety of freshly cooked, nutritious meals. Menus are shared with parents and they are asked for their ideas. Discussions at mealtimes help children to understand how a balanced diet keeps them healthy. Children learn personal hygiene through everyday routines, such as washing their hands. They learn to use the toilet independently and this means that they can

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

attend to their own personal care when they move onto school.

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

Children's behaviour is very good because the childminder is a positive role model. Clear explanations help children to understand consistent boundaries and as a result, they are developing a thorough understanding of right and wrong. There is a strong focus on promoting children's personal, social and emotional development. They develop their social skills through a wide range of experiences. For example, they play cooperatively during role play as they act out the learning experiences they have had at home, such as visiting the doctor's surgery. They sit together at mealtimes and visit various local places of interest. This helps them to learn how to behave in different social situations. They interact well and enjoy the company of their peers. The childminder promotes an effective ethos of teamwork. She asks children to help with tasks and offers them continuous praise and encouragement. This helps to build their confidence and self-esteem. Children use

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

good manners and show respect as they listen and respond well to the childminder and each other. To help children prepare for the move to school, they experience daily routines that reflect those of the school environment. They find their names on their coat pegs and serve themselves with drinks and snacks. As a result, they are emotionally prepared for the environment they will experience when they move onto the next stage of their learning.

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provision

Children's safety is given high priority. The childminder has a very good understanding of her responsibility to protect children from harm. There are clear procedures in place for reporting concerns about children or adults. She has completed safeguarding training and is able to identify the signs and symptoms that indicate children may be at risk. There are clear procedures in place that govern the use of mobile telephones and cameras within the setting and these are effectively implemented. The premises are kept secure at all times. The childminder conducts daily checks of the premises and equipment to ensure the environment is safe and suitable for children. Written risk assessments are in place for the premises and places children visit and they are reviewed regularly. A register of children's attendance, including when they arrive and leave, is in place. This shows that ratios are maintained. The childminder supports parents understanding of her practice by providing

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provision

them with copies of policies and procedures, so they fully understand the service she provides. The childminder holds a current first-aid certificate, which means that she can give appropriate treatment if there is an accident to a child in her care.

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provision

The childminder evaluates the success of planned learning to ensure children's activities offer them appropriate levels of challenge and help them to maintain swift progress across all areas of learning and development. Children and parents are involved in planning. This means that overall, the service the childminder provides, meets children's individual learning needs because it reflects their interests. The childminder frequently evaluates the service she provides to help her to make an accurate assessment of her strengths and weaknesses. As a result, action plans are put in place to address any areas identified for improvement, such as developing the outdoor area further to improve play opportunities. To ensure high standards are sustained, the childminder seeks feedback from parents and children and takes into account their ideas when planning changes. For example, following a suggestion from parents, she now provides them with information using text messages.

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provision

Comments from parents are positive and show that they value the service she provides. They say children enjoy a wide range of activities and they love the time they spend in the childminder's care.

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provision

Partnerships with parents and other providers are overall, very good. Information is shared and exchanged to meet children's needs and to promote their ongoing learning and development. The majority of parents receive constant feedback regarding their children's daily care and progress, through informative discussions and regular progress reports. The childminder records detailed information about children's learning in a variety of different ways, including computerised slide shows and photographic learning records. However, this wealth of information is not always shared with parents, who rarely come to the setting because the childminder does not fully embrace the different ways in which information can be shared, such as by email. This means that they are not always aware of the wide range of learning experiences that promote their children's good progress. Nevertheless, parents spoken to during the inspection, show that they are very happy with

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provision

the provision and their children enjoy attending. The childminder is very flexible and accommodating in her approach, which helps parents to balance their busy lives and they go to work knowing that their children are well cared for.

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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 EY474558 Local authority Nottinghamshire Inspection number 961035 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 3

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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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