Childminder in Derbyshire

Inspection date

Previous inspection date 16/09/2014 12/12/2008

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early years provision

This inspection: 3 Previous inspection: 2 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

 The childminder reflects on her practice and promotes continuous development by raising purposeful targets for improvement.  The childminder establishes warm relationships with the children, which foster secure attachments and help to promote children's emotional well-being.  The childminder actively engages parents in their children's learning and development. This ensures a consistent approach to meeting the children's learning and care needs.  The childminder is aware of her safeguarding duties and understands child protection procedures to keep children safe.

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It is not yet good because

 The childminder does not always identify and monitor children's next steps in their learning. As a result, children are not effectively challenged to make good progress.  Children are not always encouraged to solve problems or think for themselves, because the childminder's teaching does not always extend children's learning during play and focused activities.  Children have fewer opportunities to gain a greater awareness of the wider diversities of society so that they begin to understand about similarities and differences in communities.

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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 spoke with the childminder and children at appropriate times during the inspection.

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Inspection activities

 The inspector observed interactions, play and learning opportunities for the children indoors and outdoors.  The inspector carried out a joint observation with the childminder.  The inspector took account the views of parents through documentation.

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Inspection activities

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

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Information about the setting

The childminder was registered in 2004 and is on the Early Years Register and the compulsory and voluntary part of the Childcare Register. She lives with her husband, one adult child and one child aged 10 years in Hilton, Derbyshire. The whole ground floor of the house is used for childminding. There is an enclosed garden for outside play. The childminder drives or walks to the local schools and pre-school to take and collect children. She attends the local toddler groups and takes children to the local library and parks. The childminder provides care Monday to Friday from 7.30am until 6pm, all year round, except for the week between Christmas and New Year, bank holidays and family holidays. There are currently three children on roll who are within the Early Years Foundation Stage. The childminder holds an early years qualification at level 3. She is a member of the Professional Association for Childcare and Early Years and receives support from the local

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must:

 ensure teaching focuses more specifically on enabling children to consider options that help them to work out how to solve problems

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must:

 ensure that observation and assessment are used robustly to identify and prioritise children's abilities accurately, and to promote learning that challenges children to their maximum potential.

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

 increase the opportunities for children to gain a greater understanding of the world, with regard to the diversities in families, society and traditions.

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who attend

The childminder has a suitable understanding of how children learn best through play. She provides children with a varied range of activities and experiences which are appropriate for their age group and development. The childminder teaches, observes and assesses children while they play. However, she does not use the information she gathers effectively enough to identify children's next steps in their learning. As a result, the childminder is not challenging children's individual learning needs. Consequently, children are making steady, rather than good progress. In spite of this, children enjoy their time with the childminder and demonstrate some positive characteristics of effective learning. For example, children explore and investigate as they play with the role-play toys, making cups of tea and lunch for the childminder. They develop some early literacy skills as they learn to write their names independently, and they develop social skills as they play

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who attend

cooperatively together and learn how to share and take turns. As a result, children are acquiring the adequate key skills for their future learning. The childminder involves parents in their child's learning. She shares daily diaries and summaries of children's achievements with parents. This includes the progress check for children between the ages of two and three years. As a result, parents are well informed of their children's learning. This helps to promote consistency in approach.

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who attend

The childminder interacts sensitively with children as they play. Children are happy and eager to join in with the activities presented to them by the childminder. For example, they thoroughly enjoy making a seaside scene. Children show a keen interest in this activity and become involved in purposeful conversations about their own experiences. However, the childminder does not extend the children's learning effectively enough. For example, she does not ask the children who, what and why questions to encourage them to think or solve problems for themselves. Children use appropriate handling skills as they manipulate and squeeze a mixture through their fingers and mould it into the form of the sea. In addition, children use fine muscle skills to handle jigsaw pieces and construction toys to build towers. The childminder uses these experiences to introduce early mathematical understanding as she shows children how the pictures match and how to

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who attend

count the blocks in the towers. She plans additional activities, such as baking, to promote further opportunities for children to learn about shape, space and measurement.

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who attend

Children enjoy being outside and learn about the natural world as they dig and plant flowers, hunt for mini-beasts and go for walks in the woodland. Children participate in a suitable selection of activities that promote their physical development. For example, they enjoy clambering through the tunnel, running around the garden, riding sit-and-ride toys and using the slide at the park. These help children develop skills in balance and coordination and help them to learn about risk. Children are offered some opportunities to develop their awareness of diversity. For example, they access role-play resources and use books that provide positive images and information about different ways of life. However, resources and activities are not always fully used to promote children's greater awareness of the wider diversities of society, such as similarities and differences in communities, customs and different family compositions. Children are beginning to learn early

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who attend

technology as they use cause and effect toys, such as a press button kettle, in their role play. The childminder provides children with a range of materials for them to explore, create and use their imaginations with. For example, children play with water and sand, they paint, make models and create pictures. This helps to promote their expressive art and design skills.

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

The childminder establishes warm relationships with the children and successfully promotes their emotional well-being. Her effective support means that children settle well and are confident to explore the environment. The childminder's home is warm and welcoming, with a generally good range of resources to support children's learning. The resources are of a high quality and easily accessible in low-level baskets and boxes, and children's drawings are on display, creating a good learning environment. Children are consistently offered relevant support and activities as the childminder has good procedures to gather information from parents, enabling her to understand children's needs and interests. Her thoughtful procedures mean that children feel valued and their self-esteem is promoted. Children are also involved in making decisions about activities and resources. These procedures help them to feel valued and welcome. As a result, they

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

are confident and develop positive attitudes that enable them to learn effectively. Therefore, they are confident and emotionally prepared for the move to school. Children show that they enjoy the childminder's company as they take toys to her to share and snuggle next to her to read books.

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

The childminder establishes consistent daily routines, which children quickly become familiar with. These successfully help children grow in confidence as they know what to expect and also to learn how to manage their self-care skills independently or to ask for help when needed. For example, the childminder makes sure that children can ask for drinks, helping them to understand how to recognise and meet their own needs. She supports them well with learning how and when to wash their hands and why this is important, which promotes their understanding or hygiene and how to reduce germs. Children gain a good awareness of the importance of healthy lifestyles. For example, the childminder promotes children's wider understanding of health issues, such as the effects of exercise and the relevance of a healthy diet. She plans a good range of daily activities outside in the fresh air, which support children's physical well-being. She provides healthy

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

snacks and meals. She supports children with learning how to feed themselves and with developing their confidence to try new foods that are good for them, thereby encouraging them to learn how to make healthy food choices.

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

The childminder teaches children to keep safe because she provides them with a well- organised environment, which is checked regularly for hazards. They listen well to her guidance and learn how to play safely with toys and equipment. For example, at the park, the childminder reminds children to be careful as they play and explore further away from her or use larger, more challenging apparatus. They also learn about road safety and practise regular evacuations of her home, so are starting to learn about fire safety in an emergency. Children develop a good understanding of how to manage their behaviour. Their self-esteem is highly developed by the childminder because she recognises their efforts and achievements and rewards them with lots of praise. The childminder offers them clear explanations about her expectations and encourages them to share, to take turns and to be polite and thoughtful to others. She is aware that children follow her lead

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

and so sets a good example by showing a caring, respectful approach. Children mirror this and so learn to understand and respect each other.

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provision

Children's welfare is consistently promoted because arrangements for safeguarding are thorough. The childminder has completed relevant training in order to refresh her knowledge and so has an appropriate understanding of the procedures to follow should she have any concerns about a child's welfare. This area is further supported as the childminder has chosen to have written procedures and has supplemented these with additional supporting information, which she shares with parents so they are well informed about how she organises her setting. She uses documentation to help support children's ongoing safety and welfare, for example, she keeps a record of visitors to the home and accurately records the times of children's attendance. The childminder has adequate risk assessments in place, which she regularly reviews. Identified hazards are reduced through the use of effective safety measures, which minimises the risk of accident or injury to

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provision

children and supports keeping children safe.

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provision

The childminder has an appropriate awareness and understanding of the learning and development requirements of the Early Years Foundation Stage. Her childcare experience means she knows how to organise routines and activities that engage and occupy children suitably. She monitors her educational programme through tracking children's progress so that she can address any gaps in learning most of the time. However, she does not always extend children's learning or identify their next steps sufficiently well to ensure they are fully challenged and make the best progress they can. The childminder has addressed the recommendations that were raised at the last inspection, although further work is still needed with using observation and assessment effectively to accurately influence planning. She has started to reflect on her practice to monitor where further improvements are needed. Although self-evaluation is in the early stages, the childminder

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provision

understands how to make beneficial changes to her practice to improve partnerships with parents and the outcomes for children. For example, she has plans in place to extend her resources, both inside and outdoors, to include natural items that aid children's sensory development. The childminder identifies future training and seeks support from other early years professionals and the views of parents to help her make changes.

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provision

The childminder works closely with parents to gain information from them that helps her to settle children when they first start. She shares information with them each day about their children's learning, routines and care needs. Parents receive information about the service the childminder offers, including her written policies and procedures. Parents complete written information when their children first start that provides 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 and are shared with parents. This helps to keep parents involved in children's experiences. The childminder is confident about working with other professionals to promote children's development, if the need arises.

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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 EY297591 Local authority Derbyshire Inspection number 856455 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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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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