Childminder in Leicestershire

Inspection date

Previous inspection date 15/09/2014 18/12/2009

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early years provision

This inspection: 1 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 Children show they feel extremely safe, secure and happy in the childminder's home and arrangements for safeguarding the children are robust.  The childminder knows and understands the children exceptionally well and plans experiences that embrace their uniqueness. Consequently, children make very good progress in their learning and development.  Children benefit hugely from the highly successful partnership between herself, her assistant and parents, ensuring key information is shared between them.  Children work extremely well together. They show care and concern for their friends and are very independent in their play and explorations of the wide range of activities that are available to them.  There are excellent, well-resourced indoor and outdoor environments, which promotes all areas of learning and development.  Children's behaviour is exemplary as a result of the childminder's high expectations.

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This provision is outstanding

This effectively promotes the children's confidence, preparing them for school.

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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 and care practices within the playrooms, outdoors and at teatime.

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Inspection activities

 The inspector spoke with children and the childminder at appropriate times throughout the inspection.

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Inspection activities

 The inspector took into account the views of parents who were spoken to on the day and from information on feedback letters and questionnaires.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder and her assistant and looked at a selection of policies, observation and planning documents, children's records and the childminder's self-evaluation.

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Information about the setting

The childminder was registered in 2009 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, who is also her assistant, and one child, aged 13 years, in Kegworth, Derbyshire. The whole of the downstairs of the house and the back garden is used for childminding. The bathroom and fourth bedroom upstairs are also used. Currently there are 22 children on roll, two of whom are in the early years age range. The childminding provision operates all year round, except bank holidays and family holidays. Children attend part time, before and after school and in school holidays. The childminder 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:

 continue to improve children's learning and experiences outdoors, for example, by introducing an area for them to dig and plant in.

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who attend

Children thoroughly enjoy playing in the childminder's home. The childminder knows all the children very well and which their favourite toys and resources are. She ensures these are ready for when she brings them home from school. For example, small children's chairs are set out near the games console and a large football net is erected on the lawn. The childminder ensures there are a variety of footballs ready for the children to choose. A large table has a wide range of craft materials laid out on it, which entices children to want to make and create. Children feel secure to seek out support from the childminder. For example, children choose a game form the extensive selection in the cupboard and ask her to play too. She takes time to sit with the children engaging in the game. The children enjoy her company and respond to her ideas to complete the game. She extends the children's learning by suggesting they count and share coloured balls to make the

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who attend

game fair. The childminder's caring nature creates a very warm, welcoming environment, where children can play and learn. There is a wealth of rich, varied and imaginative resources, which are stored in drawers and on shelves that allow the children independent access. Other resources can be brought out from a further huge selection the childminder has. This means there are resources to suit the wide range of interests and ages of the children who attend on different days during the week.

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who attend

The indoor environment is extremely light and spacious, providing various areas for the children to play or relax in and all within sight of the childminder and her assistant. As the children arrive from school they follow routines. They independently hang their coats up and take off their shoes. They put their bags on shelves, wash their hands and are ready to play. The childminder has consistently high expectations of all the children who attend and the children respond enthusiastically. They say, 'I like going to my childminder's home.' They ask their parents, 'Can I go to my childminder's today?' The childminder continually reflects on her practice. She follows children interests to plan entirely appropriate activities for them that are fun and offer challenge to promote their thinking and curiosity. Children's progress is recorded through observations, photographs and samples of their work, which are shared with parents. Parents are given information about

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who attend

the Early Years Foundation Stage and the purpose of activities the children are engaged in. This helps them understand how children are learning and how to support their children at home. All children work extremely well together, they are independent and confident to select their own activities and resources and to move freely between the indoors and outside environments. Children who have only just started at the childminder's swiftly settle into the routines. They understand the few house rules in place because they see the older children playing happily together. Children are reminded to be careful as they play in the garden. They are observed playing very well together, forging excellent friendships and showing that they are willing to take turns and share as they play.

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

Children's individual and unique needs are managed very well by the childminder and her assistant. They seek detailed information from parents about their care and the routines they have at home. Children clearly demonstrate that they feel safe and have a sense of belonging at the childminder's home. They are confident to ask for items they want that are not readily and routinely available. Children's behaviour is impeccable. They understand the expectations for behaviour. They listen to the childminder when she reminds them gently to think about using quiet voices as they eat their sandwiches at teatime. As she collects the children from school they walk together, alongside her or holding her hand.

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

The gardens are spacious and directly accessed from the house. Children have a host of opportunities to use the available space as they want. Some play football on a huge lawn enjoying the challenge of shooting into the net. Other children play on the lawn to the side of the house. Here they can set out their resources using their imaginations, sometimes making dens to play in. Children enjoy a teatime picnic or simply relax and chat together. They use a variety of chairs and benches scattered around the garden to sit on. However, currently opportunities are missed to maximise their understanding of the world while outdoors, for example, by providing opportunities for children to grow their own plants. They push and pedal wheeled toys on the patio and play in the large, wooden, purpose built play house. The childminder often takes the children to the local park as they set off home from school. Children relish the opportunity to run around.

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

Children are provided with a varied and healthy range of breakfasts and teatime meals that the childminder freshly prepares for them. Children help the childminder as they take orders for drinks and help prepare the table for teatime. They choose which colour plates and cups to use. They count and put chairs around the table so all the children can sit together and enjoy a social meal time. Smaller children have higher chairs to sit on. When tea is ready children calmly make their way to the bathroom and wash their hands, drying them on their own personal towel, hanging alongside the sink. Everything is thought out meticulously so that everybody enjoys eating together. Children are offered brown bread sandwiches, accommodating children who are vegetarian. They are given a choice of fresh fruit to complete their meal. They consistently use good manners and say, please and thank you. This relaxed atmosphere enables children to feel safe and have a sense of well-

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

being. The childminder works closely with parents to share information about the children's current progress and next steps. Progress is summarised and shared with parents and documents are shared with other settings as children start school or transfer from a nursery for after school care. This means that there is a very smooth transition for the children. The childminder has an excellent relationship with the school and the teachers. She is able to support children and their families when difficulties arise for them at school. This means that all parties work together for the very best outcome for children. Parents say, 'She does her utmost to assist us in every way. Her services go that step further.'

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provision

Leadership and management are excellent because the childminder gives her utmost priority to providing a high quality provision. She has been supported by the local authority to continually develop her practice. Also she has personally sought out and completed a wealth of relevant training to improve her skills and knowledge. The recommendations from the previous inspection have been considered and have been actively addressed to improve her practice. She has a very good understanding of her responsibility in meeting the learning and development requirements of the Early Years Foundation Stage. Through observing children at play, she rigorously assesses skills and strengths and actively supports them to make very rapid progress .The childminder recognises the uniqueness of the children she cares for and her utmost priority is to support them to initially make progress in the prime areas of learning. She observes them

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provision

as they play, recognising how they learn best and which characteristics of effective learning they display. The childminder is always thinking what she can do next to help the children. The childminder is fully committed to up-to-date record keeping and tracks children's learning on progress trackers. She routinely summarises this information to share with parents.

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provision

Children's health and safety is robustly supported through the childminder's policies and procedures. For example, she has completed a paediatric first-aid course to ensure children's well-being is maintained at all times. This has been extended to support children who have severe allergies. This training is also completed by her assistant and together they use their knowledge to benefit the children. She continually risk assesses all areas used for minding and identifies potential hazards, ensuring children are continually kept healthy and safe. The childminder reflects on the resources available to the children. When new children join her practice she immediately responds by making sure the resources appeal to the children by observing their choice of play. For example, she sets out dolls and kitchen equipment to entice a child to play as she returns from school. The childminder and her assistant demonstrate a high regard for and an understanding of

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provision

the safeguarding and welfare requirements. They understand the importance of following the Local Safeguarding Children Board procedures in the event of any concern. Children are extremely safe in the childminder's home because she supervises them well. They show they are safe as they respond immediately to fire drills and follow the few house rules that are in place. For example, children routinely and cheerfully, tidy away the game they have finished playing. They ensure other children have space to play and that children do not trip over scattered resources. Parent partnership is a strength of this setting. Parents value the childminder's practice and say, 'The childminder is very flexible, with good communication skills and a welcoming atmosphere.' The childminder takes account of the parents' views and communicates information through a variety of means, including telephone calls, electronic communication and daily face-to-face contact.

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provision

Children who spend time during the day with her have diaries linking with home and learning journals. These capture a host of information about learning and development, including observations and photographs. Parents and children are invited to complete questionnaires to support the childminder to assess her own practice. The forward thinking and systematic nature of these evaluations ensures that her practice continues to move forward following the needs of the children and their families.

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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 EY395115 Local authority Leicestershire Inspection number 879233 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 22

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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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