Childminder in Derbyshire

Inspection date

Previous inspection date 16/09/2014 22/01/2009

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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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 Children are able to feel safe and happy in their relationship with the childminder. This is because she provides a welcoming, caring environment.  Children are well supported in their move onto their next place of learning because the childminder helps them to embrace new experiences with self-confidence.  The childminder ensures that risks and hazards in the home are minimised. This means that children are safe in the environment.  The childminder and parents work in close partnership to ensure continuity of care for all children.

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It is not yet good because

 The childminder does not always provide children with challenging activities, which are matched to their learning needs. As a result, children's progress is sometimes compromised.  Assessment of children's learning is not yet precise enough to continually identify the next steps in their learning. As a result, learning experiences are not always relevant to their needs.  Self-evaluation is not precise or focused enough on the quality of teaching and enhancement of children's learning.

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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 checked evidence of registration.

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Inspection activities

 The inspector observed teaching and learning activities in the main room and the garden.  The inspector took account of the views of parents spoken to on the day.

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Inspection activities

 The inspector discussed the requirements of the Early Years Foundation Stage with the childminder.  Children's records and policies were viewed and discussed with the childminder.  The inspector discussed self-evaluation with the childminder.

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Information about the setting

The childminder was registered in 1993 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband in a house on the outskirts of Chesterfield. The whole of the house is used for childminding. Toilet facilities are on the first floor and one bedroom is used for children to rest in. The childminder operates all year round, Monday to Friday, from 6.30am to 7pm. There are currently eight children on roll, six of whom are in the early years age group. The childminder supports children who speak English as an additional language. The childminder takes children to a range of activity based groups and receives support from the local authority.

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must:

 improve the planning of learning activities, so that they always offer good levels of challenge and take into account children's individual needs, interests and stages of development

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must:

 evaluate assessments more precisely to identify children's individual learning needs and ensure they are effective in supporting children's continuing progress.

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

 develop evaluation so that it is precise, and focused more on the quality of teaching and providing targets for improvement to enhance learning experiences for children.

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who attend

The childminder has a suitable knowledge and understanding of the learning and development requirements of the Early Years Foundation Stage. She provides a range of activities, which cover all areas of learning. For example, three-year-old children play outdoors, move the wet scooter into the sunshine and exclaim, 'the sun can dry it quicker'. Therefore, children demonstrate clear thinking skills, as they are able to explain their reasoning. The childminder models holding and caring for the pretend babies as she plays alongside children. She gently talks with children about real babies' care needs. Therefore, personal, social and emotional development is sensitively promoted through role play. Children's communication and language skills are suitably supported as the childminder talks to them about what they are doing and by correcting mispronounced words. The childminder supports children's language acquisition as she congratulates and praises

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who attend

children for speaking words clearly. As a result, children are generally progressing comfortably within the expected levels for their age and are developing the skills and attitudes needed to be ready for their next stage of development. However, children who are inquisitive during adult-led activities are not always challenged further in their thinking, in order for them to make consistently good progress in their learning.

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who attend

The childminder understands the importance of completing the progress check for children between the ages of two and three years and implements this with the appropriate involvement of parents and health visitors. Therefore, some aspects of the assessment requirements of the Early Years Foundation Stage are well met. However, continual assessment of children's learning is not yet precise enough to accurately identify and effectively plan for their next steps. Therefore, children's learning is not consistently good.

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who attend

Children who speak English as an additional language are well supported as the childminder meets with parents to gather information about children's starting-points in order to plan to meet their individual care and development needs. Partnerships with parents in supporting children's learning and development are effective. For example, parents say their children have 'developed very well' in the time they have attended the setting. New parents say that they are confident that their children are settling in. They are pleased that they have been asked to provide information, which will help them support their children to have the 'best possible experience' while they are cared for by the childminder.

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

Children demonstrate a feeling of being safe and happy with the childminder because she provides a welcoming and warm environment. For example, children safely navigate any obstacles in the garden, when riding on their scooters, as they are well supported to engage in physical exercise. The childminder supports children's self-esteem by using appropriate praise and encouragement. She supports children's moves between different activities and routines of the day and to their next place of learning. For example, the childminder takes time to get to know children and their families. She makes appropriate contact with local nurseries to share information, which supports children's moves. Learning journals received by the childminder from previous settings help to secure the children's sense of belonging. The childminder supports babies who are new to the setting by gathering relevant information at the induction meeting. She puts plans in place to help

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

them to learn to walk. As a result, the childminder helps children to develop confidence and the skills needed to be ready for school or the next stage of development.

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

Children's behaviour is good because the childminder helps them to feel happy and secure. They settle well because their parents are welcome and comfortable in the childminder's home. Children are confident to ask the childminder questions and let her know their needs. Children demonstrate self-motivation as they follow their learning interests. For example, they independently use their initiative to adapt the activity of writing numerals with water on the floor outside, to using the large brushes and water to wash the bikes and the scooters. Children have access to fresh water and they are confident to let the childminder know if they are hungry. Three-year-old children are able to use the toilet independently and know that they need to wash their hands afterwards. The childminder values the parents' preferences as to where their babies prefer to sleep to ensure they have safe and comfortable rest-time when they are tired. As a result,

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

children's physical and emotional well-being is generally well supported.

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

The childminder and parents share daily information about children's needs on arrival to the setting and at collection times. Parents appreciate this regular communication, which they say supports their children's enjoyment and development. Parents comment, 'I know my children are happy because they skip down the path'. Children who are new to the setting are supported by having a period of settling in. The childminder gathers information about the child's individual needs in order to ensure they settle well. The childminder takes children on a variety of outings, to local places of interest, where children interact with other children of similar and different age groups. As a result, partnerships with parents and the local community ensure continuity of care for all children.

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provision

The childminder has a suitable knowledge and understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. For example, she displays required information, such as a certificate of registration. Parents have access to telephone numbers to ring if they have a complaint. The childminder is aware of the signs and symptoms, which would alert her to any concerns about the children in her care. The childminder has attended first-aid training, which ensures she is able to administer medicines and knows what to do if children have an accident. The required checks have been completed on the childminder and the adults living in the home to ensure they are suitable to care for children. Relevant consent forms are completed by parents prior to children starting in her care. Visitors to the home are required to show their identification. The childminder has recently subscribed to statutory data protection regulations. As a

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provision

result, the safeguarding of children is generally good.

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provision

The childminder can demonstrate sufficient improvement to her practice and has addressed some of the recommendations from the last inspection. For example, she maintains regular partnerships with parents and other childminders. However, the childminder is not effectively evaluating all areas of her practice, in particular, she is not identifying areas for development in the quality of teaching, in order to continually improve and support children in making good progress.

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provision

The childminder establishes and maintains generally good partnerships to support children's individual needs. For example, she has regular contact with other childminders and childcare provision in the community. Health visitors contribute to supporting children's health issues or developmental milestone information. Parents feel supported by the childminder and know they can talk to her about any aspect of their children's learning and development. As a result, partnerships broadly support children's learning and development.

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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 207417 Local authority Derbyshire Inspection number 871154 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

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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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