Childminder in Derby

Inspection date

Previous inspection date 22/09/2014 01/12/2011

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early years provision

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

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This provision is outstanding

 The childminder provides a rich and extremely stimulating learning environment. As a result, children thrive in this setting and make rapid progress in all areas of their learning and development.  The childminder makes superb use of expert teaching methods to inspire children to immerse themselves in learning. She has high expectations for the children and places the utmost priority on supporting their emerging needs. Consequently, children are highly motivated to explore and discover new things.  Children are highly valued as unique individuals and inclusive practice is fully promoted. Therefore, children are extremely confident learners who develop consistently high levels of self-esteem.  The welfare of the children is exceptionally well promoted. This is because the childminder consistently implements highly comprehensive policies and procedures to safeguard children.  Children benefit from the extremely effective partnerships that the childminder has

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This provision is outstanding

developed with parents. The childminder motivates parents to regularly contribute meaningful detail to their child's ongoing development files. This means that children's learning is significantly enhanced at home.

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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 in the childminder's home.

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Inspection activities

 The inspector held meetings and carried out a joint observation with the childminder.

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Inspection activities

 The inspector spoke with children and considered the views of their parents throughout the inspection.

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Inspection activities

 The inspector viewed a range of documents, including evidence of suitability checks and the policies and procedures of the setting.

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Information about the setting

The childminder was registered in 2011 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children, aged nine and six years, in a house in Stenson Fields, Derby. The whole of the ground floor, one bedroom on the first floor and the rear garden are used for childminding. The family has a cat as a pet. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and the park on a regular basis. The childminder collects children from the local schools and pre-schools. There are currently three children on roll, all of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round, from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. She 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:

 consider additional strategies for the regular sharing of information with other settings to further enhance the already highly effective partnership working.

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who attend

The childminder provides a rich, stimulating and challenging child-centred environment, which captivates children's interest and intrigues them. Children blossom as they enthusiastically participate in a wealth of inspiring activities and experiences, which the childminder makes expert use of to significantly enhance their all-round development. The childminder is a highly skilled teacher. She makes use of excellent strategies to engage and motivate children to explore and discover exceedingly well. The childminder expertly talks and engages in play with the children, guiding them by asking thought-provoking questions and making inspired suggestions, which encourage the children to extend their thinking and explore imaginatively. In addition, she is skilled at stepping back to allow children to experiment and discover for themselves. The childminder sensitively encourages the children to make choices and develop their own play throughout the day.

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who attend

As a result, children become confident learners, who develop a comprehensive wealth of skills, which help to prepare them exceptionally well for their future learning.

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who attend

The childminder organises the environment so that the children immerse themselves fully in play. This enhances all aspects of their ongoing learning. Children make significant progress in their language development, as the childminder reinforces new key words, such as animal names, and encourages young children to make sounds and repeat simple words. The childminder is skilled at questioning children and continually explains daily routines to further enhance their language development. This means that children are very strong communicators. They hold animated conversations with the childminder, each other and visitors to the setting. The childminder expertly makes innovative use of her garden and provides many opportunities for imaginative play and nature investigation. For example, children observe insects in the bug hotel and dig in the soil with a vast selection of different sized spades and containers. As a result, children develop an excellent

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who attend

understanding of the world around them. In addition, children make superb use of the outdoor area to improve their mathematical development. The childminder involves the children in games, including counting balls on number lines and children explore concepts, such as faster and slower, as they play on the slide. Children are keen to explore different textures, such as lentils. They get engrossed in pushing straws and scissors into dough. Children further develop their fine motor skills as the childminder expertly encourages them to grip and manoeuvre the scissors. Likewise, they make very good progress with their pencil control, as they make marks on chalk boards. Children use their imagination extremely well, for example, they create a picnic on the floor with the dough food they have made. Children delight in sharing favourite books with the childminder, who makes this an interactive experience, using a variety of successful techniques to involve each

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who attend

The childminder has very high expectations for the children and places the utmost priority on supporting children's emerging needs. She meticulously observes children throughout the day, rigorously assessing their skills, meaning that she has a heightened understanding of children's abilities and needs. The childminder uses this information extremely efficiently to progress children through the stages in learning. She provides optimal challenge for each child through well-planned learning experiences. Weekly planning is done very flexibly, enabling the childminder to follow children's individual interests and respond to emerging needs quickly. For example, children's keen interest in gardening prompts regular planting sessions. This helps to ensure that children are highly motivated. Therefore, children are extremely keen learners. Robust systems to assess children's abilities when they first start mean that children's development needs are

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who attend

initially well catered for. This includes the completion of the progress check for children between the ages of two and three years. Ongoing daily reflection means that adaptations to activities are made to promote each child's learning. As a result, children make rapid progress. The childminder takes time each day to ensure parents are fully informed about the children's achievements. Likewise, parents actively contribute to their child's learning. They share valuable details of home life through daily written diaries. This is further enhanced through meaningful daily discussions at pick-up and drop-off times and because the parents have unlimited access to their child's online development profile. The childminder efficiently uses this information to shape her teaching each day and, consequently, learning is significantly enhanced at home.

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

Children develop very warm bonds and emotional attachments with the childminder. The childminder is kind, caring and exceedingly attentive to the needs of the children. This means that they feel especially secure in her care. Children have fun and thoroughly enjoy spending time in her company because the childminder involves herself in play with the children. She shows enthusiasm and joy as she laughs along with them. Furthermore, children form very good relationships with each other, as they get excited to greet one another and are encouraged to express their feelings openly. Children are emotionally very well supported during the flexible settling-in period. The childminder is sensitive and has some very good and thoughtfully-considered strategies to help settle and comfort new children. For example, favourite toys are easily to hand on arrival. As a result, children are quickly comfortable and at ease in the childminder's home. The childminder attends coffee

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

mornings at the local pre-school and takes the children to groups where they socialise confidently with other children of the same age. This familiarity helps children to settle extremely well into their next stage in learning. Children make significant progress in learning appropriate behaviours. The childminder is a superb role model, is polite and respectful to the children who are encouraged to use good manners and respect each other's differences. In addition, the childminder celebrates achievements throughout the day, offering positive praise and encouragement. This supports the well-being of children, as they develop good self-esteem because they know they are appreciated. The childminder is also consistent with boundaries and clear with her expectations of behaviour and, as a result of this, behaviour is superb and children play confidently and cooperatively.

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

The childminder uses the space in her home exceedingly well in order to create a vibrant, spacious and welcoming environment. Children are actively encouraged to freely and safely explore the areas used for childminding with optimal confidence. This means that children are commendably supported to make choices about where and what they play with. In addition, equipment and resources are in excellent working order, stored at the children's level and are easily accessible at all times. This helps children to become confident learners. The childminder actively promotes the good health of the children. She successfully makes use of the daily routine to expertly encourage children to develop heightened independence. For example, the children routinely participate in tidying away toys and young children attempt to put on their own shoes and coats. Young children sit exceptionally well at meal times. They climb onto chairs skilfully and feed themselves. The

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

childminder provides and offers water throughout the session. The childminder offers a well-balanced menu of snacks. Successful strategies to encourage parents to provide healthy food options in packed lunches means that children are extremely well supported to make healthy food choices. The childminder routinely ensures that children are beginning to understand the importance of good hygiene routines. Children independently wash their hands after messy play and before meals. The childminder provides equipment, including steps, to enable the younger children to reach sinks. Likewise, stimulating visual prompts are used effectively by the childminder to enhance discussions, such as why it is important to wash the germs away. Therefore, the good health of the children is superbly enhanced. Additionally, children benefit from daily fresh air and exercise. For these reasons, children are very well supported to develop healthy lifestyles.

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

Highly comprehensive strategies are in place to ensure that children are kept safe throughout the day. The childminder openly discusses and minimises any risk efficiently, to ensure practice meets the emerging needs of the children. Routines, for example, climbing the steps in the garden, are extremely well planned and practiced with the children. The childminder engages in continual dialogue with the children explaining each situation, which helps the children to feel safe and secure. As a result, children develop an enhanced understanding of how to manage their own safety. Furthermore, regular outings provide opportunities for the children to be more adventurous as they play. For example, children are expertly encouraged to try new ways of moving down the slide. The childminder uses these opportunities to gently build each child's confidence to manage the risk for themselves. She supports them exceedingly well, which means that they flourish

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provision

The childminder has an excellent knowledge of the safeguarding and welfare requirements of the Early Years Foundation Stage. She places the utmost priority on promoting the welfare of the children extremely well. All people who live in the childminder's home have been subject to relevant Disclosure and Barring Service checks and stringent procedures for visitors are implemented efficiently to promote the welfare of the children. The childminder has a superior understanding of how to keep children safe from harm. She attends regular in-depth safeguarding training to enhance her knowledge and is very clear on child protection procedures and whom to report any concerns to. Consequently, her working practices significantly heighten the well-being of the children. In addition, highly comprehensive policies and procedures are well embedded in the childminder's practice. Risk assessments of the premises, outings and resources are meticulously implemented,

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provision

which helps to ensure that children remain safe while in the childminder's care.

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provision

The childminder has a considerable knowledge of the learning and development requirements of the Early Years Foundation Stage. She is extremely well motivated to ensure that children make outstanding progress. The childminder makes superior use of detailed systems to monitor the development of the children. This means that she knows the capabilities of the children in great depth. The childminder uses expert teaching methods, which greatly support the children's emerging needs. Furthermore, the childminder's flexible and inspired planning, means that the children are highly motivated to learn and make rapid progress. The childminder has made significant improvements to her practice since her last inspection. For example, she has developed a comprehensive system to ensure that the individual needs of children are met and planned for and parents are now highly involved in their children's learning. Moreover, the childminder

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provision

critically reflects on every detail of practice. Strengths and weaknesses have been identified through daily self-evaluation procedures and include input from the parents and children. The childminder has developed detailed plans to build on practice. This ensures continuous improvement is in line with the developmental needs of the children. The childminder shows a strong commitment to her own professional development by attending any relevant training events that become available. She puts this enhanced knowledge to good use, for example, she has developed the children's profiles as a result of recent training. Therefore, children who attend the setting profit from the childminder's excellent skill set.

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provision

Children benefit from the highly effective working relationship that the childminder has with parents. The sharing of learning and assessment information ensures all children progress exceptionally well. The childminder spends time getting to know parents and regularly seeks their views and wishes. Parents are extremely well informed about their child's care, achievements, activities and progress in the areas of learning. The childminder spends time talking and sharing information thoroughly. She provides newsletters, a detailed prospectus, assessment reports, learning journey books and daily diaries. Parents actively contribute to assessments and comment that they are very happy with the progress their children make. The childminder has an excellent understanding of the need to work with other settings and external agencies to provide continuity of learning and to acquire support and interventions for children, should they need it. She

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provision

works closely with another childminder and has prepared detailed information and assessments, which have been successfully shared with health visitors. The childminder has considered, in detail, the sharing of information with other settings, which children may attend. She has begun to develop links and build partnerships with a local pre-school. Although, there is room to consider additional strategies for the regular sharing of information to further enhance the already good continuity of learning.

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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 EY430291 Local authority Derbyshire Inspection number 874544 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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