Childminder in Derbyshire

Inspection date

Previous inspection date 29/09/2014 11/07/2011

p.1

early years provision

This inspection: 2 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 2

p.1

This provision is good

 Children are engaged by interesting activities and teaching strategies tailored to their needs because the childminder uses her knowledge of how children learn and information from observations to inform her planning. As a result, all children make good progress in their learning.  The childminder is perceptive to the needs of all children and listens carefully to their verbal and non-verbal communication. Consequently, children's well-being is effectively promoted and they build secure attachments to the childminder.  Children are kept safe because the childminder implements a range of procedures and completes regular training to keep her knowledge of safeguarding up to date.  The childminder continually reflects on her practice and seeks advice to inform the accurate self-evaluation of her setting. As a result, identified areas for development improve outcomes for children.  The childminder establishes partnerships with parents and the other settings the

p.1

This provision is good

children attend. Consequently, information about children's progress is shared and there is continuity in their learning.

p.1

It is not yet outstanding because

 Children are not always able to maximise their time outside and lead their own play because toys and resources are not all effectively stored and presented to produce a highly-stimulating environment.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector toured the areas of the premises used for childminding.

p.2

Inspection activities

 The inspector observed practice and the interactions between the childminder and children during play and care routines.

p.2

Inspection activities

 The inspector looked at a range of documentation including parental questionnaires, policies and procedures and reviewed the children's files that contained observations, planning and assessments.  The inspector spoke with the childminder at appropriate times during the inspection.

p.2

Inspection activities

 The inspector checked evidence of the childminder's qualifications and the suitability of adults in the home.

p.2

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 husband and four children aged 15, 14, 11 and 10 years in a house in in Peak Dale, Buxton, Derbyshire. The whole of the ground floor and a secure garden area are used for childminding. The family has two dogs and a snake as pets. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently 12 children on roll. Of these eight are in the early years age group and attend for a variety of sessions. The childminder provides funded early education for two-, three- and four-year- old children. She cares for children with special educational needs and/or disabilities. The childminder holds a relevant qualification at level 3. She operates all year round from 7am

p.3

Information about the setting

to 7pm, Monday to Friday, except bank holidays and family holidays.

p.3

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

 devise even better ways to organise and present resources outside so that it is a highly-stimulating environment that allows children to maximise opportunities to explore and lead their own play.

p.3

who attend

The childminder has a good understanding of how children learn and uses this effectively to plan for children's continued development. All areas of her provision have been evaluated to assess how they contribute to children's learning and the role she plays in supporting them. Children have access to a wide range of resources that cover learning across all the areas and are suitable for their age. For example, older children build with construction toys and explain to the childminder about the levers they have made. Babies are provided with appropriate equipment that allows them to practise stretching, reaching and rolling to support their physical development. Children have free access to small world toys including figures that represent diversity so that children are learning to accept differences between people. Open-ended resources, such as corks, wooden rings and bowls, are provided and children of all ages investigate them with interest. For example,

p.3

who attend

babies enjoy exploring the texture of the wood with their mouths while older children experiment using their fine motor skills to hang the rings on hooks. The childminder provides a variety of resources and equipment in her outdoor area that further support children's learning across the different areas. For example, children learning to walk enjoy using push-along toys in the open space and older children have access to a sand pit, playhouse and child-sized garden furniture. Children's learning is well planned for because the childminder makes regular observations and assessments of children's progress. When children first start she collects information from parents about what children can do and spends time carefully observing them. As a result, the childminder is able to make accurate baseline assessments that are used to plan their next steps in learning. The childminder's plans clearly reflect what she knows

p.3

who attend

about the children and are directly linked to the needs and interests she has identified. For example, children's interest in exploring and playing with compost and containers is extended by trips to the local wooded area to collect further ingredients, such as leaves and conkers. All activities are evaluated by the childminder to inform further planning for each child. The childminder provides parents with information about planning through regular newsletters and her plans are displayed. Parents provide regular updates about children's interests and achievements at home and contribute to the childminder's assessments. As a result, parents are kept well informed and there is continuity of learning with home.

p.4

who attend

The childminder uses a range of teaching strategies to support children's learning. She is continually sensitive to their needs and planned activities remain flexible to accommodate children's moods and changing interests. For example, during singing time she is aware of children's attention span and keeps them engaged because they choose the next song using props from a bag. Children's early literacy skills are promoted because they enjoy reading stories with the childminder. They are encouraged to find things in the pictures and join in with repeated phrases. The childminder further extends their learning by asking questions to make them think about what is going to happen next in the story. The childminder has a good understanding of how children develop the characteristics of effective learning and observes the occasions they demonstrate these skills. She actively plans resources that will further support their development. For example, a range of tools

p.4

who attend

and containers are provided outside to support children's exploration of the compost. Children are supported by the childminder through modelling and questioning to experiment and imagine what they can make using the saucepans, mud and water. The childminder uses every opportunity to teach children about the natural world as they find leaves of different colours and talk about the spikey conker cases. She extends their learning by talking with them about how leaves are different and what might have been eating the leaves. The childminder supports children to develop the skills and knowledge they will need when they start school by using opportunities in play. For example, children practise counting in songs and recognise the letters of their name on their cups.

p.4

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

Children are happy and settled in the childminder's care because she provides a warm and welcoming environment. Parents provide detailed information about children's preferences and routines to enable the childminder to meet children's needs. For example, children's preferred comforters and sleeping habits are shared so the childminder can effectively support children when they are tired. The ongoing partnership with parents is facilitated by daily conversations and the use of a communication diary where the childminder records details about children's daily routines. The childminder knows the children really well and is perceptive to children's ongoing needs, recognising when they are tired or not feeling their usual self. She watches and listens carefully to all children and responds appropriately to babies' non-verbal communication. For example, while feeding young babies, she is sensitive to their facial expressions and other cues about whether they are

p.4

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

still hungry. Children develop secure attachments to the childminder and are reassured by her cuddles when they fall over. Their self-esteem and confidence are promoted because she values their contributions to conversations and provides praise for tying. The childminder helps children to understand about feelings because she talks to them about why the characters in books look sad. Overall, children are developing the personal and emotional skills they will need as they transfer into school.

p.5

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

The childminder works with information from parents to provide a range of healthy food options for children. Older children are offered a variety of fruit at snack time and the childminder encourages them to try the different fruits. As a result, they are developing healthy eating habits. Children are learning good hygiene routines because the enjoy singing a song about washing their hands before lunch and after they have been outside. Children are sensitively supported as they learn to manage their own personal needs according to their age because the childminder works in partnership with parents and provides praise for success. The childminder provides clear instructions to children about road safety and teaches them to listen and look for cars. Children are learning to be safe and manage risks because the childminder explains why they must hold on to the pushchair and sit properly on the chairs.

p.5

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

Children respond well to expectations of behaviour and manners. The childminder reminds younger children when they need to say please and encourages older children to help lay the mats for children at snack time. Children are learning to share because the childminder talks to them about taking turns and praises children when they offer toys to babies. Most of the resources are stored and presented to children in a way that promotes their independence. For example, writing and craft materials are easily accessible and books are stacked with their covers displayed so children can select their favourites. However, children are not always able to make the best use of resources outside because they are not all organised effectively and some surfaces are not suitable in all weathers. For example, children are not easily able to retrieve their chosen tricycle or are distracted by toys that are packed away and the mats for babies are slippery in the wet. As a result,

p.5

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

they do not always benefit from a highly stimulating outdoor environment to further promote their learning.

p.5

provision

The childminder has a good understanding of her responsibility to safeguard children. She regularly attends detailed training to keep her knowledge of child protection issues up to date. There are a range of policies that detail the procedures she would follow if there were concerns about the safety or well-being of a child. The comprehensive range of policies and procedures devised by the childminder are shared with parents and posters displayed in the main room remind parents about not using their mobile phones. The childminder is aware of the need for all adults associated with the household to have checks on their suitability to be with children. Additional training about health and safety procedures and food hygiene have informed the childminder's practice. For example, she has completed detailed risk assessments that cover all aspect of her provision, including outings, and she talks to children about why the tablecloth needs changing before they

p.5

provision

The planning systems used by the childminder ensure that over time she covers all the areas of learning. She has a clear focus on the prime areas throughout the week and plans additional activities, especially for older children, which cover the specific areas. The childminder tracks the progress of all children using her observations and information about child development. Children's progress is regularly summarised so that it can be shared with parents and children not working at expected levels for their age can be identified. The childminder continually reflects on her practice and the activities she provides. In the short term this informs the planning for individual children while her overall self-evaluation accurately identifies her strengths and areas for improvement. For example, she recognises that the outside space does not work for all children in all weathers. The childminder makes effective use of advice from the local authority to

p.6

provision

support her self-evaluation process. She acts on information from audits of her provision to improve outcomes for children. For example, child-sized furniture was introduced so that children can sit comfortably to read books and work independently at craft activities. The childminder seeks the views of parents through daily communication and regular questionnaires. Parents value the input she has to children's learning and appreciate the information they receive about what she is doing with the children.

p.6

provision

The childminder actively seeks additional training to support the development of her practice and works in partnership with the local children's centre. She meets other childminders there on a regular basis and receives support from staff at the centre. Children with special educational needs and/or disabilities are supported because the childminder seeks information and advice from other professionals about strategies to promote their development. Partnerships with other settings that children attend are established through agreements to share information. For example, children's daily communication book is used by the childminder, parents and the key person at the local pre-school. As a result, information about children's next steps in learning are shared with all parties so there can be continuity of care and education.

p.6

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

p.6

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

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number EY243303 Local authority Derbyshire Inspection number 870140 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 12

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10