Childminder in Derbyshire

Inspection date

Previous inspection date 30/09/2014 23/03/2011

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early years provision

This inspection: 2 Previous inspection: 1 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 setting is welcoming and provides children with rich and stimulating resources that effectively challenge their learning and development.  The childminder understands how young children learn. Teaching is consistently strong and helps all children to make good progress in their learning and development.  Children are emotionally supported within the setting by the childminder's secure attachments. As a result, children are able to develop self-confidence and independence.  The childminder's knowledge and understanding of safeguarding is good. Consequently, children feel safe and secure when attending this setting.  Partnership with parents is good with a strong emphasis on working together to meet all children's needs.  The childminder organises her setting well. She reflects on practice and drives improvements well to consistently enhance the outcomes for children.

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It is not yet outstanding because

 Children's independence and self-care skills are not promoted at lunch time to the maximum potential because they are not always seated at appropriate heights to enable them to reach the table.

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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 children's activities in the playroom and outdoors.

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Inspection activities

 The inspector conducted a joint observation of a child led activity with the childminder.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the inspection.

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Inspection activities

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

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Inspection activities

 The inspector checked evidence of suitability and qualifications of childminder, the childminders self-evaluation form and improvement plan.

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Inspection activities

 The inspector took account of the views of parents from information recorded in written questionnaires.

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Information about the setting

The childminder has been registered since September 2007 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and their two children aged eight years and seven years. The living room, playroom, kitchen/dining area on the ground floor and the bathroom and two bedrooms on the first floor are used for childminding. There is an enclosed, rear garden available for outdoor play. The childminder visits the local park, library and various local groups with the children. The area is close to seaside amenities. Currently there are five children on roll, four of whom are in the early years age group. The childminder supports children who have special educational needs and/or disabilities. The childminder holds an early years qualification at level 3 in Early Years Care and Education. She is a member of the Professional Association of Childcare and Early Years. The childminder is a member of the

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Information about the setting

Blackpool Steps to Quality Childminding Network.

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

 enhance children's positioning during meals and snacks in order for them to access the table at appropriate levels and develop their independence and self-care skills further.

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who attend

Children's learning and development is promoted and challenged well by the stimulating resources and activities available. Children settle quickly into the setting by accessing independently their chosen toys to play and explore. Children are provided with the space they need in order to develop and master new skills. For example, children use role play opportunities well to develop their imaginations and act out real-life experiences, such as independently stirring a cup of tea with a spoon after pretending to pour the milk in. The childminder supports children's imaginative play effectively because she engages with the children in role-play scenarios. As a result, children are becoming confident and keen learners. Children's communication and language development is supported continuously by the childminder's consistent approach to progressing this further. She achieves this by clearly emphasising key words of sentences for children to process and understand.

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who attend

Furthermore, she uses repetitive language and provides children with time to respond. Consequently, children's communication and language skills are developing well and any identified gaps are narrowing because of the childminder's quality of teaching and strong focus in this area. The childminder has successfully completed training on the 'Every child a talker' programme, specifically designed to improve and develop children's language and communication skills. The childminder clearly displays the strategies learnt throughout this training to support children's listening and attention skills. She is confident with using specific tracking documents within this area to ensure children's progress and stage of development is precise and recorded accurately.

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who attend

The childminder has a secure knowledge of the children in her care and is able to confidently identify their interests. This is supported through the childminder's robust tracking system once a child is settled. She rigorously observes children through various methods to establish their starting points and to identify where they are up to in terms of their learning and development. As a result, children's next steps are planned effectively and all children are making good progress from their starting points, including children with special educational needs. The childminder has good links with other professionals, such as speech and language therapists, to ensure the correct support is provided to children within a targeted area of development. The childminder recognises parents' involvement as a positive impact on children's learning and actively encourages this throughout her practice. As a result, the childminder is able to fully engage parents with

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who attend

the progress check she completes for children between two and three years and facilitate the support that is required within certain areas of development. Therefore, children are being supported in their next stage of learning and readiness for school.

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who attend

The childminder uses a broad range of activities provided within her local community to cover all seven areas of learning. She regularly takes the children to the library to source a variety of books and attends groups such as sporting events at her local Children's Centre. The childminder has strong supportive links with her colleagues within the area who regularly participate in activities with the children. As a result, younger children are provided with opportunities to play in larger groups promoting their personal, social and emotional development while developing positive friendships at an early age.

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

Since the childminder's last inspection she has made a significant improvement to the outdoor area. Children are able to develop their physical skills in this well-managed and resourced space. Children enjoy placing water and balls down the guttering while catching them at the bottom. They master climbing up the steps of the slide before sliding down, and they independently manoeuver around the garden in their sit-and-ride cars in a controlled way. Children freely access mark making facilities outdoors, and develop their growing area of fruit and vegetables. The children enjoy taking ownership of the natural area and independently access watering cans to water their produce. Children's transporting skills are encouraged as they spontaneously transport the compost and sand between one another. As a result, children feel self-assured as they confidently develop new skills in a safe and secure environment. In addition to this, children develop a positive

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

understanding of leading a healthy lifestyle as they have plenty of fresh air, exercise and learn about the origins of food. They also learn how to assess and manage risks independently. These skills prepare them well for their future learning and promote their confidence and emotional security, which enables them to challenge their own ability further.

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

Children's emotional well-being is further supported in the setting through the childminder's secure emotional attachments with the children. Her friendly and caring nature ensures children feel safe and secure within the environment. Therefore, children are confident to explore their surroundings knowing there is a trusted adult to come back to. The childminder is a positive role model and promotes consistent praise and encouragement throughout her practice. The childminder actively supports the children to tidy away their toys and adopts clear routines and boundaries within the setting. Consequently, children's behaviour is positive because they know what is expected of them and when things are going to happen. The childminder celebrates children's achievements through close observations and capturing these memorable moments on photographs. These are regularly shared with all parents and displayed on a digital photo

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

frame for the children to enjoy watching while eating their lunch. Children are able to relate to the photographs and identify their peers, building on secure relationships.

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

The childminder teaches children healthy and safe practices such as effective handwashing and toileting skills. The childminder adopts clean and hygienic areas for nappy changing, food preparation and eating areas. Children are able to wash their own hands before mealtimes and are beginning to confidently climb the stairs to go and have their nappy changed. Consequently, children's self-esteem is growing and their self- motivation to achieve is high. Children are provided with fresh water throughout the day in beakers, identified with their individual name. Children are provided with a healthy, balanced diet during meals and snacks. Children are encouraged to sit and develop their social skills at mealtimes, however children's positioning around the table is not appropriate and does not meet their individual needs because they are not at the correct height. Therefore, children cannot reach and struggle to access their meals independently

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provision

The childminder ensures her premises is organised safely and complies with health and safety and fire safety procedures. She completes risk assessments for her premises and outings to identify and minimise hazards, including specific risk assessments for implementing stringent safety measures when workmen are on site. Children are well supervised at all times, particularly when they play in the garden at the side of the property. The childminder is fully aware of procedures to follow should she have concerns regarding a child's welfare and always refers to her policies and procedures, which she keeps up to date. The childminder holds copies of relevant qualifications and of her Disclosure and Barring Scheme checks for parents and visitors to view. She holds a current paediatric first-aid qualification and ensures this is refreshed every three years. The childminder regularly attends training, particularly safeguarding training, through the local

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provision

authority. She is eager to undertake further training and gain new ideas to implement into practice to further develop children's learning. The childminder is confident to analyse and reflect on children's learning from video footage and photographs. She successfully completes her observations through this method and shares them with parents. She has regular discussions with parents about children's observations and assessments and this enables her to constructively plan for children's next steps. She monitors, tracks and plans well for each child's progress, and this process ensures all children are provided with opportunities to achieve their full potential. The childminder forms effective partnerships with other professionals. She shares relevant information to support learning and development and provide consistency of care. As a result, children are receiving the additional support they may need to

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provision

Partnership with parents is good and the childminder is improving her practice to enhance the communication between home and her setting. The childminder has set up individual diaries for younger children to record their daily events and progress which has been observed. The childminder takes pro-active steps to inform parents at the end of each session about what their child has achieved during their time in her care. As a result, children's learning and development continues to be supported at home, focusing on similar areas. The childminder gathers the views of parents through the use of questionnaires. Parents' comments are very complimentary about the care and learning their children receive. She reflects on her practice and includes any suggestions that parents or children make in her plan of improvement. She has successfully met the recommendation that was raised at the previous inspection by enhancing the outdoor

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provision

environment for children. This has had a positive impact on children's learning, health and well-being. As a result, children are active learners who move on to school with the necessary skills they need for their future 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 EY358798 Local authority Blackpool Inspection number 849572 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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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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