Childminder in Derby

Inspection date

Previous inspection date 11/09/2014 21/07/2010

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early years provision

This inspection: 3 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 3

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This provision requires improvement

 Children develop positive attachments with the childminder and are happy in her company, which contributes to their emotional and social development.  The childminder has a confident awareness of safeguarding procedures, helping to keep children safe.  The childminder has developed effective relationships with parents to promote continuity in children's care and learning.

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It is not yet good because

 The observation, planning and assessment cycle does not successfully focus on individual children's learning needs so that they receive appropriate challenges based on their key next steps of learning.  The childminder is sometimes too direct in her teaching of adult-led activities. As a result, children can not always make their own decisions or direct their own learning in these activities.  The childminder does not effectively monitor the children's progress to ensure she can close any gaps in their learning quickly enough to enable them to make good progress.

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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 held discussions with the childminder and spoke to the children at appropriate times throughout the inspection.

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Inspection activities

 The inspector observed the children in their play and during activities in the childminder's home and garden.  The inspector held a joint observation with the childminder.

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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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Inspection activities

 The inspector took account of the views of parents, as recorded in written questionnaires and letters.

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Information about the setting

The childminder was registered in 2010 and is on the Early Years Register and the compulsory and voluntary part of the Childcare Register. She lives with her husband and one child, aged nine years, in Mickleover, Derby. The whole ground floor, along with the first floor bathroom and one bedroom, of the childminder's house is used for childminding purposes. There is an enclosed garden for outside play. The childminder provides care from, Monday to Friday, 7.15am until 5.30pm, all year round, except for the week between Christmas and New Year, bank holidays and family holidays. The childminder is currently minding 10 children, of whom three are in the early years age range. The childminder collects children from local schools and attends toddler groups on a regular basis. She takes children to the local library and parks. The childminder is a member of the Professional Association for Childcare and Early Years.

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must:

 improve observation and assessment to identify children's next steps and use this information to plan targeted activities and focused support that challenges children in their individual learning, so that they make good progress

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must:

 ensure children are guided and supported in adult-led activities, so that they can lead their own play, explore, investigate and become effective learners.

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

 implement effective monitoring systems to quickly identify any gaps in children's development, so prompt action is taken to enable them to make good progress.

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who attend

Children benefit from the childminder's calm and caring approach. The childminder is developing her understanding of the learning and development requirements for the Early Years Foundation Stage. She makes some basic observations of the children as they play. However, she does not use this information effectively to help her plan activities to identify children's individual development needs. This means that, although children enjoy their time with the childminder, they do not always receive sufficient challenge during the activities to help them to make good progress. Nevertheless, children are developing appropriate key skills to prepare them for their future learning, such as pre-school and school. For example, children choose what they play with for themselves and cooperate with each other during their play. Parents are involved in their children's learning from the beginning. The childminder talks to parents daily about the children's achievements. She

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who attend

completes the required progress check for children between the ages of two and three years, when appropriate, and shares this with the parents. Parents provide feedback and information about what their children have completed at home, which contributes to children's overall assessment.

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who attend

The childminder interacts appropriately with children as they play and is on hand at all times to ensure they are happy and safe. However, children are not always able to make their own decisions or investigate their play when involved in some adult-led activities. For example, while children participate in an activity of sticking leaves to their pre-painted tree they are over-directed. The childminder instructs children where to put the leaves and removes the glue from younger children who are exploring the texture. Consequently, during these types of activities, children are not always able to be effective learners. The childminder supports children's language and communication skills well through her involvement in their play. She responds positively to younger children's verbal communications, gestures and body movements by repeating what they say and do. Older children are confident communicators and talk in detail about their play holding purposeful

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who attend

conversations. The childminder adds to children's discussions, providing children with new vocabulary to help them express themselves.

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who attend

Children love being outside and develop their physical skills well. They enjoy playing with a wide selection of sit-and-ride and role-play toys. Children's imagination is sparked as they become princesses, go shopping to the supermarket and make lunch using pretend food. These opportunities help children develop their imagination and creativity. The childminder encourages children to learn about the natural world as they grow plants, observe birds feeding and learn about the effect the wind has on the windmills in the garden. Children use books independently and snuggle with the childminder on the sofa to enjoy stories. The childminder sometimes introduces books to extend children's interests, in particular they use books to explore aspects of nature, such as finding out more about animals and plants. This teaches children that books contain information as well as stories. The childminder introduces children to numbers as they play with the balls and bounce on

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who attend

the small trampoline. She also provides activities for children to sort by size and colour. Children also enjoy activities such as baking, which involves measuring. These help children's early mathematical skills. Children enjoy using the electronic toys. They press the buttons and play games, waiting for the lights to flash and sounds to be made. They repeat their actions, recognising that they get a different response depending upon what they do. This introduces children to early technology. Children benefit from learning about the world around them as they go to local places of interest, such as country parks and the farm. Children regularly use toys and equipment that help them to develop a respectful awareness of diversity through their play.

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

Children are warmly welcomed into this family home. The childminder sensitively develops strong, positive relationships with children. She fosters a good sense of security and emotional well-being, as she shows deep concern for children's feelings and meets their care needs without delay. Children approach the childminder confidently, showing that they feel secure in her presence. The childminder adapts flexibly to each child's emotional needs, allowing them to be busy and engaged, but also ensuring times for quieter activity and rest. The childminder displays warmth and kindness towards children most of the time and as a result, they share close bonds. The childminder has a good settling-in procedure. Children make short initial visits to her home until they feel confident and secure enough to stay for longer sessions. During this time, the childminder gathers information regarding children's interests and care needs. She uses this information to plan routines

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

and activities that are familiar to children. Good communication with parents continues with daily verbal sharing of information. This effective partnership with parents means that children's care and welfare is well promoted. The childminder uses supportive behaviour management procedures, which are recorded clearly in her policy. She sets a good example to children and praises them for cooperating and showing kindness to others. For example, she thanks them for opening doors and being polite. As a result, children are well-behaved in a calm and orderly environment.

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

The childminder teaches children about keeping themselves healthy. Children learn about healthy eating and the importance of exercise and fresh air. The childminder takes children on nature walks to enjoy the benefits of outdoors. She also provides healthy snacks and meals and discusses with children the importance of fuelling their bodies to be healthy. Children understand that germs can make them poorly and willingly participate in sensible personal hygiene routines. Children look after their environment, as they tidy away their toys before sitting down for a snack. Children further develop their independence, as they put on their own shoes to go outside and help themselves to their drink throughout the day. The childminder uses practical situations to teach children about safety and taking risks. She encourages children to risk assess a situation and then discuss what needs to be done to make the situation safe. For example, children understand that

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

they might fall over if they run indoors, as there are toys on the floor, and to be careful when they climb the slide at the park. The childminder teaches children about road safety when they go outside the home. The childminder reminds young children to use the cold rather than the hot tap and offers explanations when teaching them how to use toys safely. They frequently practise leaving the house for fire drills, so they know how to respond in an emergency. Consequently, they are developing a good sense of personal responsibility for their own well-being.

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

The childminder has established good relationships with local schools and pre-schools. She builds children's confidence and independence in preparation for their next setting. She also provides opportunities for children to listen to stories about moving to school and provides opportunities for children to visit the establishments, so that they are familiar with the buildings. As a result, children are emotionally well-prepared for future learning. Children benefit from a range of high quality resources available for them to choose from independently. The resources are stored effectively to promote easy access for the children. Also, the childminder displays some of children's artwork on the walls in her home, making children feel proud of their creations and giving them a strong sense of belonging. Consequently, children are emotionally secure in the childminder's care and have good levels of self-esteem.

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provision

The childminder has a secure knowledge and understanding of the safeguarding and welfare requirements for the Early Years Foundation Stage. She has made positive improvements from the previous inspection. She has a clear understanding of her role and responsibility to help safeguard children's welfare and the correct procedures to follow in the event of any concerns. This includes the procedures to follow in the event of a concern about a child in her care, or an allegation being made against herself or a household member. All members of her household have been checked through the Disclosure and Barring Service, to ensure they are safe to be around children. The childminder completes risk assessments of her home and the outings children go on, and implements policies and procedures for all aspects of her provision. This further helps to safeguard children's welfare.

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provision

The childminder has made some improvements to her planning and self-evaluation since the last inspection and has tried hard to implement individual planning for children's learning. In spite of this, she still needs to improve this area of her practice. In addition, even though the childminder has identified her strengths and noted where she needs to make improvements in her practice, she is not monitoring the children's progress effectively enough. Consequently, any gaps in children's learning are not identified quickly enough to ensure they make good progress. The childminder demonstrates an appropriate commitment to her ongoing professional development by attending training delivered by the local authority, such as safeguarding and health and hygiene training. She continues to seek out new training opportunities and welcomes advice from other professionals.

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provision

Parents receive information about the service the childminder offers, including her written policies and procedures. Parents provide written information when their children first start that gives details about their care needs and routines. This helps the childminder to respect their wishes and support children's needs appropriately. Daily diaries detail the events, routines and activities children engage in. This helps to keep parents involved in children's experiences and ensures continuity in their welfare. The childminder has an effective understanding of the need to work with other agencies to support children's needs. She attends local toddler groups and networks with other childminders to share good practice ideas.

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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 EY401536 Local authority Derby, City of Inspection number 879421 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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