Childminder in Nottinghamshire

Inspection date

Previous inspection date 05/09/2014 06/12/2011

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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

 The childminder provides a well-resourced, welcoming environment and creates good relationships with parents and other professionals. Consequently, all children, including those with special educational needs and/or disabilities and children who speak English as an additional language, have their learning and development needs met to a good standard.  The childminder uses good teaching strategies with children. She understands what they need to learn next and plans interesting and challenging play, especially in communication, literacy and mathematics. As a result, children make good progress.  Teaching children to manage their own risks is embedded firmly into practice. As a result, children learn to keep themselves safe and to take safe risks as they climb and play.  Children are well prepared for the next stage in their learning, including being ready to go to school. This is because the childminder appreciates the emotional processes

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This provision is good

children go through when change is happening and supports this effectively.

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It is not yet outstanding because

 There is scope to improve the childminder's knowledge of guidance materials to enable her to further develop her consistently good practice to be outstanding.

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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 inside and the outside learning environments.  The inspector conducted a joint observation with the childminder.  The inspector held meetings with the childminder.  The inspector looked at children's assessment records and planning documentation.

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Inspection activities

 The inspector checked evidence of suitability of the childminder and all other adults living on the premises.  The inspector checked the childminder's qualifications and self-evaluation form.

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Information about the setting

The childminder was registered in 2007 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two adult children, in a house, in Clipstone village. The whole of the ground floor, bathroom on the first floor and the rear garden are used for childminding. The childminder holds an appropriate early years qualification at level 3. The family has one rabbit as a pet. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently six children on roll, three of whom are in the early years age group. Children attend for a variety of sessions. She operates all year round, from 6.30am to 6.30pm, Monday to Friday, except for family holidays. She supports children who speak English as an additional language and children with special

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Information about the setting

educational needs and/or disabilities. 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:

 increase knowledge of guidance materials available to develop higher levels of expertise that will support the continued development of practice from consistently good to consistently outstanding.

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who attend

Children are happy and engaged in a wide range of learning and development opportunities with the childminder. She plans play that is based around the children's interests and that are focused on the next steps in their learning and development. For example, as children fill buckets with sand, she skilfully introduces mathematical concepts as she counts how many scoops it takes to fill the bucket. She develops children's mathematical thoughts further as she makes suggestions about how many more scoops are needed. As a result, children's mathematical development is enhanced through everyday play activities that the childminder provides. Children's language development is supported effectively, as the childminder introduces new words during play. She knows the abilities of the children and accurately assesses new achievements. For example, she recognises when children say new words, as they tell her what play items are, and she

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who attend

introduces action words as she demonstrates 'tap, tap, tap' when preparing to take a bucket off a sand castle. As a result, children's communication and language development is supported accurately and efficiently throughout their play.

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who attend

The childminder demonstrates how she differentiates play to suit the ages and development levels of the children in her care. For example, as older children play word and number games, younger children use the play pieces to fill and empty containers, while getting used to the written numerals and letters on the pieces. As children look at the pieces they say 'four, four, four.' As a result, younger children are beginning to understand that the marks they see are representative of a spoken number. Children are taught about living things, and show interest in animals and bugs. The childminder engages them in talk about her rabbit, who the children enjoy spending time with, and supports children's memory recall of a spider. Children point to where a spider was the previous day and say 'spider!' As a result, children gain a good understanding of the world around them and learn to appreciate and care for living things. The childminder has high

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who attend

expectations of the children and she knows their development levels well. She provides challenging activities that stretch their thoughts to a deeper level, and encourages them to work things out for themselves. For example, as children engage in drawing activities with chalks, she introduces drawing around her hand. This supports children's fine motor control, in preparation for writing as they learn and develop further. The childminder sensitively teaches children to think about how they will draw round her fingers and introduces language, such as 'round' and 'up and down'. As a result, children experience challenge and delight as they are supported to achieve, alongside practising control of their fingers in preparation for writing.

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who attend

The childminder knows children's development levels because she gains information about them from their parents and assesses them over the first few weeks of their attendance. This gives her a good starting point, from which she plans play to enhance children's development across the seven areas of learning. The childminder's system to keep accurate records of children's learning and development progress is good and includes the progress check completed for children between the ages of two and three years. As a result, children's development needs are identified swiftly, accurately, and in partnership with parents. Children with special educational needs and/or disabilities and children who speak English as an additional language are supported exceptionally well. The childminder plans for each child individually, paying attention to the next step in their learning and development. Consequently, every child makes good progress, given their starting points,

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who attend

and is ready for the next stage in their learning and development, including school.

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

The childminder is sensitive to the needs and feelings of the children. She has regular dialogue with parents to ensure children's needs are being supported to the highest standard. Her environment is very welcoming and she approachable for both children and adults. For example, as children begin to get tired, she understands their change in behaviour, and adapts her play techniques accordingly, and, when parents make requests, she does everything she can to accommodate them. As a result, children are relaxed and happy and their emotional needs are met to a high standard. The childminder manages behaviour very well. She is calm and consistent and has clear boundaries in place. As a result children's behaviour is very good.

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

There are a wide range of accessible resources both inside and outside for the children to choose from. This allows them to develop their own play and follow their own interests with regular support from the childminder. The childminder is astutely aware of the children's physical abilities, and is skilled at teaching them how to keep themselves safe, in particular while engaged in climbing and other large physical play. For example, as children climb the low level climbing ramp, she checks their memory of the rules to get down. The children know to sit to get down the other side. She routinely explains and reminds children about safety, such as what happens if sand is near their eyes, and to check if they have their balance while trying new ways to climb. As a result, children gain a very good understanding of how to keep themselves safe, and how to take safe risks as they develop their muscles through climbing and riding bikes. The childminder further

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

supports healthy lifestyles as she offers a range of healthy food and ensures children have daily access to fresh air and exercise. She supports children to manage their own personal needs, such as getting their shoes on by themselves and with toilet training. Consequently, children learn to manage their own needs very well and to know how to keep themselves healthy.

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

The childminder appreciates the emotional processes children experience when change is happening in their lives. She understands that children need good preparation for transitions to the next stage in their learning and ensures she provides for this. For example, when children start attending her provision, she takes time to get to know them and ensures that a good settling in process takes place. She prepares children for school by helping them understand what will happen at school, and by making it an exciting time. Consequently, children are very well prepared emotionally during times of change and transition in their learning.

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provision

The childminder considers safeguarding children to be of utmost priority. She has a good level of understanding of child protection procedures and can recognise signs of child abuse and neglect. She knows what to do if she has a concern about a child, including contacting the relevant agencies. The childminder is also vigilant with regard to accidents and incidents, and keeps her house and garden safe and secure. She has an excellent awareness of the need to ensure she is first-aid trained at all times, and that she is in close proximity to the children to enable her to act swiftly and confidently should an accident or incident occur. She carries out daily checks to ensure the ongoing safety of the provision. This includes making sure that there is no residual smoke in the house, which is a requirement from her last inspection visit. The childminder understands and makes sure that other adults living in her house have all the necessary checks in place to ensure they

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provision

are suitable to be around children. As a result of all this, children are kept very safe and secure with this childminder.

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provision

The childminder understands her responsibilities with regard to the requirements of the Early Years Foundation Stage. Although she has a good knowledge of these requirements, it is not sufficiently deep enough yet for her to be delivering an outstanding service. However, this does not negatively impact on children's care and learning. For example, teaching is consistently strong, enabling children to make good progress in their learning and development. Children's learning and development is monitored to ensure they are making good progress. The childminder has efficient systems in place to record their development, which enables her to plan purposeful play and development opportunities. As a result, children access play and activities that enhance their learning and development further. The chldminder's drive for improvement, along with her commitment to ongoing training has a positive impact upon the provision and, therefore, the learning

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provision

The childminder has a clear understanding of the impact working closely with parents, other providers and professionals has on children's development. Parents comment that she is very accommodating and takes the needs of children seriously, attending to their individual needs exceptionally well. She liaises closely with parents, other providers and professionals to ensure she has a clear understanding of children's development levels, including any specific strategies to be implemented. For example, she practices speech and language therapy activities with children, and understands that this, along with what parents do at home, ensures consistency in teaching, and improved development for the children.

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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 EY360591 Local authority Nottinghamshire Inspection number 821011 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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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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