Keen Rachel Joan

Inspection date

Previous inspection date 18/09/2014 16/11/2009

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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

 Children are happy and secure with the childminder and in the setting. They show strong levels of attachment and interact well with her.  The childminder establishes positive and trusting partnerships with parents. Frequent communication promotes continuity of care for children and the sharing of information about their learning progress.  The childminder has a good knowledge of each child's learning. She supports all children to make good individual progress through child-initiated and structured activities.  The childminder is aware of risks to children's safety and keeps them safe from harm. Children show that they feel safe and secure in her care.

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It is not yet outstanding because

 The childminder does not always use everyday routines to support children's developing awareness of their personal hygiene, for example, through washing their hands before snacks and meals.  Children are not always able to use the full range of resources easily to enhance their play and independence.

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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 had discussions with the childminder and spoke to the child present.

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Inspection activities

 The inspector undertook a tour of the premises and the area used for childminding, including the outdoor areas.

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Inspection activities

 The inspector observed activities within the inside environment, including care routines.

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Inspection activities

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

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Information about the setting

The childminder was registered in 2003 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and two-year-old child in a house in Blaby, Leicestershire. All of the ground floor, the family bathroom and one first floor bedroom are used for childminding. There is an enclosed rear garden for outdoor play. The childminder attends a toddler group and activities in the local area. She visits the shops and park on a regular basis and collects children from the local schools and pre-schools. There are currently 10 children on roll, four of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years. The childminder has a level 3 childcare qualification and offers funded early education for three- and four-

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

 organise the environment further to enable children to make better use of the full range of resources to enhance their play and independence

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

 support children more consistently in developing a good understanding of managing their own personal hygiene, such as hand washing before meals and snacks.

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who attend

The childminder demonstrates a good knowledge and understanding of the Early Years Foundation Stage and promotes children's learning and development well. She helps children learn a variety of skills that prepare them for the next stage of learning and for school. During every day play activities she uses language to help build on children's growing abilities and values what they say. She seeks information from the parents about their children's interests, likes and dislikes and what they can do. Furthermore, she works closely with parents to agree where learning may need challenge or more support. As a result, parents are involved in their children's learning from the outset and they make good progress given their starting points. The childminder uses this information to plan suitable activities and play opportunities, based on children's interests and learning needs. She continually observes the children in her care assessing what she sees and matching it

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who attend

to the appropriate area of learning. This helps to ensure that children develop appropriately, dependent on their age. From this she plans appropriate next steps to extend and enhance their learning. The childminder continually assesses children's progress to enable her to plan appropriate activities and opportunities to enable children's learning to be maximised across all areas. The childminder has a good range of quality resources available to children. However, although these are stored in low level boxes, children are not always able to actively make choices to support their ideas during play. As a result, at times, there are fewer opportunities for children to initiate their play or make full use the range of resources. The childminder completes the progress check for children between the ages of two and three years and shares this information with parents to support children's learning needs.

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who attend

Children are motivated to learn because the childminder provides support, encouragement and guidance. She is friendly and approachable and children show developing confidence in their surroundings. This is apparent in her interactions and in her knowledge of the children she cares for. For example, she talks about supporting a young child's physical skills to extend their growing mobility, using toys to encourage them to sit up as well as placing toys out of their reach. She supports children's communication and language skills well, using commentary as they play to support their growing understanding of words. In addition, she imitates and repeats sounds that younger children make, encouraging them to copy her, praising them as they do so. The childminder has a good range of books and electronic equipment to support all children's literacy skills. She takes time to read to them and with them, for example, guiding them to learn initial letters in their names.

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who attend

The childminder takes children to different groups in the local community, as they attend playgroups, physical activity groups and local play parks. At the park, the childminder encourages children to practise throwing and catching balls, climbing and balancing and running around. This helps children to develop physical skills, to learn about the world around them and becoming familiar with mixing with larger groups of children in preparation for their move to school. The childminder effectively teaches children about colour and counts with them while they engage in activities. She talks about how she uses things in the environment to consolidate children's understanding, such as counting the number of cars or birds they see on the way to school. She describes activities in which children have collected items during walks to make collages, stimulating their imagination and creative skills. Further to this, children explore a range of textures and surfaces whilst

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who attend

drawing or colouring. For example, children chalk on walls and slabs and the childminder asks them to describe whether this is smooth or hard. This supports their understanding of the world as well as their creative skills. Children have opportunities to musical instruments, some of which reflect other cultures and countries in the world.

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

Children are happy and have established good relationships with the childminder. As a result, they are emotionally secure and at ease in the setting, enabling them to play and learn with confidence. Good settling-in procedures supports children's emotional stability, as time is given to allow parents and their child to visit over a period of time, allowing the whole family to build trusting relationships with the childminder. The childminder works closely with parents to seek information on their care needs as well as their learning and development before they begin, allowing her to offer an environment reflective of children's individual needs and interests. As a result, there is a smooth transition from home to the setting and children develop a strong sense of belonging. The childminder knows children well and recognises when they are hungry or tired, providing either food or cuddles to meet their needs. This allows children to feel safe and secure in her care.

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

Children behave well, listen attentively to the childminder and are responsive and polite from a young age. This is because she has consistent boundaries in place and reminds them to use their manners.

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

Overall, the childminder promotes children's healthy lifestyles appropriately. She ensures children benefit from daily access to the outdoors in her garden, walking up and down to pre-school and school along with visits to the local parks. Children learn about the importance of a healthy diet because the childminder works in partnership with parents to provide them with a range of healthy snacks and meals. During the morning the childminder offers fruit to the child present, speaking to them about how this made them big, strong and healthy. However, occasionally, during the busy morning's activities, the childminder does not consistently remind children about hand washing, or mention that cleaning hands helps to support and promote their health and well-being. As a result, opportunities to build on children's understanding of healthy practices, are not fully promoted.

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

The childminder is effective in teaching children of all ages about safety and how to manage potential dangers in the home. For example, she talks about supporting children how to use the stairs appropriately up to the bathroom, as these are very steep. In addition, daily risk assessments are carried out of the home and outings to ensure that any risks are identified and appropriately dealt with. Further to this, all children take part in practising the emergency evacuation procedure to ensure that should the need arise, they know how to get out of the setting quickly and in safety.

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provision

Children are kept safe because the childminder has established comprehensive risk assessments which she regularly monitors to ensure that the premises are secure and any hazards are successfully minimised. She has a secure knowledge of the signs and symptoms which would alert her to any child protection issues. In addition, she is confident about the action she would take if she had a concern about a child in her care and all adults within the home have been appropriately checked to further support children's safety. A good range of policies and procedures, relating to the varied age groups the childminder cares for, are in place and shared with parents ensuring they are fully informed about each aspect of the service she provides.

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provision

The childminder has a good understanding of the requirements of the Early Years Foundation Stage and progress is carefully monitored to make sure children meet developmental milestones. Should she have any concerns, these are quickly shared with parents to ensure that appropriate and effective intervention can be sought. The childminder undertakes self-evaluation to review the quality of care she provides for children. She has successfully addressed any actions and recommendations raised at the previous inspection, demonstrating her good capacity to maintain ongoing improvement. The childminder understands the importance of partnership working and has established links with other settings which supports continuity of learning for all children.

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provision

Partnerships between parents and the childminder are good. The childminder has secure procedures in place to keep them informed of not only their child's day-to-day care needs, but also of any progress or achievements. Parents speak highly of the service that she provides offering positive comments on all that she does. The childminder has formed clear relationships with local schools and early years settings ensuring information is regularly shared. This contributes to children's continuous care which has a positive impact on their learning. The childminder works with parents to complete the progress check for children between the ages of two and three years to share with other professionals.

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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 EY258351 Local authority Leicestershire Inspection number 819775 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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