Childminder in Leicestershire

Inspection date

Previous inspection date 19/09/2014 11/02/2009

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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

 The childminder has a secure knowledge of how children learn through their play. She provides a wide variety of resources and play experiences that help children make good progress in their learning and development.  Children form secure attachments with the childminder through a gradual settling-in process. She has a caring, nurturing nature, which supports children's personal, social and emotional development very well.  Children are safeguarded because the childminder is aware of her responsibilities in the event of a child protection concern. Children are well supervised at all times and the childminder ensures her home is safe by minimising risks.  The childminder works closely with parents to ensure she understands and successfully meets children's individual needs. Parents' views and opinions are taken into account when reflecting on her own practice, to help her to further improve children's learning.

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It is not yet outstanding because

 The childminder does not always gather learning and development information from parents as children begin attending, to enable them to make progress from the start.  Partnerships with other early years providers are not fully embedded in practice, to further promote children's very good progression and continuity of 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 viewed the areas of the premises and garden used for childminding.

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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 looked at children's observation and assessment records, the register of attendance and children's records.

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Inspection activities

 The inspector checked evidence of the childminder's suitability, qualifications and training.

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Inspection activities

 The inspector took account of parents' and carers' views from information in the childminder's own parental questionnaires and by speaking directly to some parents.

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Information about the setting

The childminder was registered in 2008. She lives with her two children aged six years and eight years, in a village near Coalville, Leicestershire. The whole of the ground floor, except the study, and the bathroom on the first floor of the childminder's house is used for childcare purposes. There is an enclosed garden on two levels available for outside play. The premises is accessed via steps to the front of the property or a steep slope leading to the rear of the property. There are currently 11 children on roll, of whom three are in the early years age range. This provision is registered on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Register. The childminder has an early years qualification at level 3.

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

 build further on strategies to establish firm starting points for children's progress, for example, by gathering precise, detailed learning and development information from parents when children first begin to attend

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

 strengthen partnership working by developing better communication links with other settings children attend, so that they fully benefit from a shared understanding and common approach to supporting their progress.

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who attend

The childminder has a secure knowledge and understanding of how children learn and develop through their play experiences. The quality of teaching is good. The childminder skilfully promotes and supports all children's learning. She effectively interacts with children, ensuring that from an early age all children reach their full potential. Her detailed planning takes into account the individual needs, interests and stage of development of each child. The childminder provides a broad range of enjoyable learning opportunities, which inspire children and enable them to have fun. She carefully observes children to find out about their immediate interests. This information is used to create a stimulating environment with activities and experiences successfully engaging children. The childminder is mindful that each child's skills are very different. She adjusts activities and expectations according to their age and stage of development. For example, as she reads

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who attend

an animal story, young children imitate the sounds the animals make, while more able children repeat familiar words as they appear in the story. As a result, all children develop early literacy skills. Children's personal, social and emotional development is successfully enhanced. The childminder plays alongside the children at their level and knows when to withdraw to allow them to lead their own learning. She always gives her full attention to the children in her care and really values their contributions. For example, she praises them for joining in on conversations with adults and when they show care and concern for their younger peers. Children make very good progress in their communication and language development. They are happy and confident and they enjoy chatting with the childminder. She makes sure that she listens to what they have to say. The childminder supports children's critical thinking because when she asks them questions, she ensures that a

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who attend

majority of these are open-ended. Children are then given time to think about what they want to say. The childminder skilfully promotes different areas of learning while children enjoy their chosen activities. Their imaginative skills are promoted when they decide to use a large box to make a house. Children cooperate well while they decide what resources they need to make their house comfortable. They then take turns to add cushions and blankets and delight in the end result. When the children pretend to sleep the childminder engages them in singing a song about sleeping cows and the children join in enthusiastically with the words and actions. Consequently, communication and physical development is well supported. With good support from the childminder, young children are beginning to use mathematical language while they play. For example, they talk with the childminder about having 'small' eyes and 'not enough' paint. The childminder

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who attend

supports counting and shape and colour recognition effectively. She introduces activities that involve looking for shapes around the room. Children are learning to match shapes and colours and they are learning to name them. Children's interest in the natural world is supported well by the childminder. For example, as they collect leaves and pine cones for an autumn display.

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who attend

The childminder collects information from parents about children's interests and care needs before they begin attending. For example, parents complete a knowing-me, knowing-you form about their child, which provides information about their child's individual likes and dislikes. However, the childminder does not always obtain details of their learning and development to date. This means that the initial assessment of children when they join the setting is not always based on the most accurate information. The childminder records children's ongoing progress and takes photographs of them to illustrate the activities they enjoy. Their next steps in learning are clearly identified. Parents are encouraged to view their children's learning journals and to continue to enhance their children's learning at home. This helps to ensure that children are constantly supported to make good progress towards the early learning goals, in readiness

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who attend

for school. Furthermore, parents are kept well informed about children's activities and achievements, while they are in the childminder's care. This is through verbal discussions and the use of home books.

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

Children develop a lovely rapport with the childminder and secure, trusting relationships with each other. The childminder takes time to gather relevant information from parents about dietary preferences and children's home routines. This means that she has a good understanding of their individual needs, so that children feel valued and appreciated. Children have a gradual settling-in period. Parents of new children are encouraged to visit several times before they start. This is so that they can be introduced to one another and this supports all children in quickly gaining a sense of belonging. As a result, children are happy and their emotional development is fostered well.

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

The childminder provides healthy snacks for children and talks to them about the importance of healthy eating. She successfully supports children's growing independence and self-help skills. For example, children are encouraged to use small knives to cut their own fruit at snack time. The childminder stays very close by, encouraging them to do as much as they can on their own, while explaining the need for them to be very careful. As a result, children are also learning how to keep themselves safe from harm. Children attend play sessions with the childminder so that they acquire good social skills through contact with other children. These opportunities also help children to prepare for a smooth transition to the local nurseries and primary schools. Children have daily opportunities for fresh air and exercise. The childminder's garden includes large equipment so that children learn to climb and balance. Consequently, their physical development is promoted well.

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

The childminder supervises children effectively, while still allowing them opportunities to explore the environment safely. The confident way in which the childminder interacts with children helps them to make positive relationships with each other. Younger children are delighted when older children are present and are keen to join in their games. The childminder effectively supports younger children to recognise that they need to share the toys and resources. In this way, children are learning essential social skills, which prepare them for the next stage in their learning, when they move on to school. She uses clear explanations to teach them about the expectations for their behaviour and to learn right and wrong. When children are reluctant to tidy away the toys, the childminder turns this into a fun game and they become keen to join in. This promotes children's sense of responsibility and helps to build their confidence and self-motivation.

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provision

The childminder has some years of experience caring for children and has a good understanding of her role in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. She has a clearly written safeguarding policy, which she shares with parents. The childminder attends safeguarding training to strengthen her knowledge and to ensure her practice is current. She talks confidently about what she would do if she had a concern about a child in her care and knows who to contact if she needs support. Children are kept safe inside and outdoors because effective risk assessments are carried out daily.

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provision

The childminder demonstrates a strong commitment for continuous improvement and she successfully monitors the educational programmes to ensure that children make good progress. The childminder uses her knowledge to help ensure that the educational programme is tailored to children's individual needs. Her clear and concise observations look at the next step in children's development. This enables the childminder to plan for closing any gaps in all children's learning. In order to review and improve her practice the childminder attends a variety of training courses. For example, she has completed a relevant level 3 qualification. After attending a training course focused on supporting boys to achieve, the childminder feels confident in introducing activities to ensure that all groups of children make good progress. For example, she uses a range of outdoor activities for any children who have a preference for learning outdoors. When the need

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provision

arises, the childminder seeks advice from local authority development workers in order to ensure that her good provision is maintained.

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provision

Relationships with other early years providers are developing but are not yet fully embedded in practice. Methods for sharing information about children's learning needs are still being considered. This means that children's very good progression and continuity of learning are sometimes not as well promoted as possible. Parents speak highly of the childminder. The childminder takes great care to ensure that children and their families feel very welcome and valued. She regularly shares information about the children's care and learning, both verbally and through learning journals, which include information about their children's learning and development achievements. The childminder completes the progress check for children between the ages of two and three years. Parents are provided with a summary to identify any additional support that might be needed so that all children make good progress in their learning. She gathers the views of parents about

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provision

the service she provides through verbal feedback. This helps to assist her in identifying areas for future improvement.

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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 EY372411 Local authority Leicestershire Inspection number 821305 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 11

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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

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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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