Childminder in Derbyshire

Inspection date

Previous inspection date 26/08/2014 11/06/2012

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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 develop positive levels of confidence and a keenness to engage in play or planned activities because teaching is good and motivates them. As a result, they are making good progress in their learning and development Children are acquiring the necessary skills for their future learning.  The childminder is caring, kind and friendly. Children settle well and build strong attachments with the childminder, ensuring that their emotional needs are nurtured.  The childminder's secure knowledge and understanding of safeguarding procedures help keep children safe in her care at all times.  The childminder has good systems for reflecting on her practice. She works closely in partnership with parents and involves them and children effectively to help identify her strengths and weaknesses, and therefore, help drive improvement.

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It is not yet outstanding because

 The childminder does not always use the tracking of children's development precisely enough to fully maximise opportunities for learning.  The childminder does not always successfully encourage parents to share learning from home to further support children's learning and development.

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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 discussions with the childminder and spoke to the children.  The inspector viewed all areas of the home used by the children.  The inspector carried out a joint observation with the childminder.

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Inspection activities

 The inspector observed interactions, play and learning opportunities for the children indoors.

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Inspection activities

 The inspector looked at children's assessment records, planning documentation, evidence of suitability of household members and a range of other documentation, including the safeguarding procedures.

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Information about the setting

The childminder was registered in 2011 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and one child aged five years in West Hallam, Derbyshire. The whole ground floor of the childminder's house, with the exception of the lounge, is used for childminding as well as the main bedroom upstairs. There is an enclosed garden for outside play. The childminder provides care from, Monday to Friday, 7.30am and 6pm, all year round, except for Christmas, bank and family holidays. The childminder is currently minding 10 children, of whom seven are in the early years age range. The childminder takes and collects from the local school and also attends other early years settings. The family has two cats and a dog as pets. The childminder is a member of the Professional Association for Childcare and Early Years and receives support from the local authority.

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

 enhance the existing monitoring of children's development further by using a tracking method that consistently identifies children's current levels of working and enables their learning to be maximised

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

 extend the partnership with parents further so they can share observations of their children's learning from home and use this information as part of the assessment process.

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who attend

Children are happy to attend the childminder's home. The childminder competently supports children's learning and development across the seven areas of learning. The childminder completes initial assessments when children start. She uses this information to plan suitable activities and play, based on children's interests and learning needs. The childminder continues to teach, observe and assess the children while they play. She uses the information she gathers to inform her future planning and to identify children's next steps. As a result, the childminder plans activities that challenge and enthuse the children and meet their individual learning needs. Consequently, children make good progress and are acquiring the skills they need to embark on their next stage of learning, such as starting pre-school or school. The childminder completes the progress check for children between the ages of two and three years and shares this information with parents to

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who attend

support children's learning needs. Parents state they feel well informed about what their children learn and how they are progressing. However, the childminder is not fully engaging with all parents to receive and use feedback about learning at home to further support children's assessments.

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who attend

The childminder supports children's communication and language development well. The childminder is aware that in order to speak and engage in conversation children need to hear language. She talks with children continuously throughout their day. She models correct pronunciation which enables children to be gently guided without affecting their confidence and desire to speak. The childminder is actively involved in children's play and teaching is effective. For example, the childminder carefully listens to children as they talk about what they are doing and questions them further to develop their thinking skills. Children respond well to the childminder's interactions and often choose to play alongside her, this supports children's progress in their personal and social development. Children focus on their activities for long periods of time and become fully engaged in adult-led activities. For example, the childminder has planned an activity of creating houses and

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who attend

cutting out pictures of furniture. Children enjoy this activity and become well engaged as they cut and stick. The childminder moves the learning forward as she encourages the children to describe their homes and think about what the furniture is made off. She asks the children about the shapes and size of the furniture and provides opportunities for the children to sort the pictures into categories. This activity is, therefore, promoting children's small muscle skills, their mathematical skills and encouraging them to think about what they are doing. Throughout the playroom there is a wide and diverse range of posters and labels to help children to become familiar with the concept that print carries meaning. Children choose from a well-stocked bookcase and enjoy sitting with the childminder as she engages them in exciting storytelling. The differing pitch and tone in the childminder's voice sustains children's interest and they explore the illustrations and materials in the

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who attend

The childminder effectively teaches children about colour and counts with them while they engage in activities. Children see numbers on display as they start to make associations between the number and their age, for example, children play with small felt figures and create pictures of farms using their imagination skills well. Children are confident and keen to play. They explore the musical instruments and use these to accompany some of their singing, which helps to develop their creativity. At the park, the childminder encourages children to practise throwing and catching balls, climbing and balancing and running around, this helps children to develop physical skills. Children go out regularly, for example, to the library and a toddler group, which helps them mix with other adults and children, which in turn helps them gain secure social skills. The activities and effective input from the childminder helps ensure children are developing the skills they need for

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

The childminder creates a homely environment for children. She is caring, supportive and promotes children's well-being. As a result, children form strong relationships with her. Children like to sit with her to look through books. Children enjoy playing with her, as well as playing independently. The childminder extends children's interests by taking them on exciting outings to places such as the farm and a local woodland. She responds affectionately to children if they become upset and they are quickly soothed. This demonstrates that she fosters children's emotional needs well and builds good relationships with them. The childminder has systems and procedures to ensure that children are happy and settled. For example, prior to starting, the childminder gets to know the parents to help the children feel secure. She sends out regular emails and electronic information to ensure that she always engages well with parents. The

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

childminder adapts her practice skilfully to meet the needs of the range of children that attend.

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

The childminder organises her good range of resources in the playroom, successfully enabling children to make independent choices in their play. The childminder has some displays which include children's photographs which provide a sense of belonging and support children's learning. She promotes children's self-help skills as she encourages children to put their own shoes and coats on and off. Children understand well about personal hygiene and know they need to wash their hands before eating and after using the bathroom. The childminder helps teach children about the importance of a healthy lifestyle. Children have daily opportunities for outside activities, either by using the local park or walking to collect children from school. The childminder talks to children about exercise and keeping fit. The childminder promotes healthy eating in her setting and parents supply their children with healthy and well-balanced food in their lunch boxes.

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

Children eat together making meal times a social event where they talk to one another and the childminder. The childminder guides them well by helping them to learn to eat healthy foods before treats. The childminder discusses how she involves children in baking activity and growing vegetables which help children learn about foods.

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

Children learn to keep themselves safe as they practise fire drills and take care as they play in the environment. The childminder teaches children effectively about how to stay safe, reminding them about keeping their fingers away while closing doors and learning about road safety. This helps children learn how to recognise dangers and how to manage these risks independently. She supports children well and in ways they can understand. As a result, children's behaviour is very good. The childminder promotes turn taking and sharing, which teaches the children positive behaviours. The childminder gives clear explanations to children and they respond positively. The childminder encourages children's independence and resilience and supports their emotional well-being. This helps children in their transition from home to the childminder and on to pre-school or school.

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provision

The childminder has an in-depth knowledge and understanding about safeguarding. This enables her to be alert and aware of the signs and symptoms which might cause her concern about children's welfare. She follows highly detailed policies and procedures, which shape her good practice. The childminder undertakes relevant, frequent training to enhance her knowledge and skills and maintain her up-to-date understanding of child protection issues. She completes regular risk assessments of the areas where children play and minimises any identified hazards with effective safety measures. She maintains a record of the evacuation practice she undertakes with children to ensure all are aware of this. The childminder operates safe procedures for the use of technology, including the use of mobile phones and cameras at her setting, to minimise any likely risk to children. As a result, children are safe in her care.

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provision

The childminder undertakes opportunities to extend and refresh her knowledge through specific training, such as first aid, hygiene, and nutrition. She uses her knowledge with good effect, implementing changes and adapting her practice to incorporate new ideas. The childminder has developed a room for exclusive use by the children she cares for. She reflects upon the benefit that this has for children. For example, by decorating the walls with children's displays and having activities available, which remain out and evolve over a period of time. The childminder has a confident view of her strengths and areas to improve, and has successfully addressed all recommendations from the previous inspection. She demonstrates a good ability to sustain ongoing improvement in quality for children. The childminder monitors the educational programme and has fluid plans, which change as children's interests evolve. However, tracking of children's development is still

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provision

in its infancy and is not consistent. This means the monitoring of children's learning sometimes lacks precision and sharp focus. Therefore, children's current levels of working are not always extended to the maximum potential in all activities to ensure that learning is highly challenging.

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provision

A number of children have attended the provision from young babies until they move on to pre-school or school, which shows that strong relationships are in place with parents and their children. The childminder engages well with parents and encourages them to share their views through written feedback. Parents express positively how happy they are with the childminder's service and that the children, 'love coming'. The childminder works closely with other settings where children attend to help prepare them for their new environment and to complement their learning. She is fully aware of the need to work with specialised professionals should the need arise.

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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 EY435625 Local authority Derbyshire Inspection number 870519 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 10

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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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