Childminder in Derbyshire

Inspection date

Previous inspection date 25/09/2014 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable 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 2

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This provision is good

 The childminder effectively teaches children by providing first-hand experiences and offering high-quality resources. As a result, children are making very good progress in their learning and development.  Safeguarding arrangements are robust as the childminder has a very clear understanding of her role and responsibility with regards to child protection and risk management. This means children's welfare is assured.  The childminder extends and develops children's language and communication in their play and in regular routines, such as song and story times. This means that children are making good progress in their communication skills.  Children settle extremely well and thoroughly enjoy their time in the care of the childminder. They feel safe and build secure attachments, which promotes their emotional well-being and confidence exceptionally well.

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It is not yet outstanding because

 The childminder has not maximised opportunities to further strengthen the communication links with parents to enable them to support continuity of children's 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 checked evidence of suitability of all members of the household, the childminder's qualifications and her self-evaluation.

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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 spoke with the childminder at appropriate times throughout the inspection.  The inspector took account of the views of written feedback from parents.

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Information about the setting

The childminder was registered in 2012 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband in a house in Two Dales, Matlock, Derbyshire. The childminder occasionally minds with an assistant. The whole of the ground floor, which includes a downstairs bathroom and the rear garden, are used for childminding. The childminder visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently 10 children on roll, nine of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round, from 8.30am to 6pm, Tuesday to Friday, except bank holidays and family holidays.

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

 strengthen the partnership links with parents, for example, by encouraging and enabling them to support continuity of children's learning at home.

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who attend

The quality of teaching is good. The childminder has a good understanding of how children learn. She has high expectations of them and provides a challenging range of activities that promote children's learning and development well. When children join the setting, she uses a baseline assessment to identify their levels of development, so that she is familiar with the children's capabilities, interests and routines. Additionally, the childminder makes effective use of observations and assessments in her practice to plan the next stages in children's learning. Children have an individual learning journal that details their starting points, ongoing progress and next steps. The childminder uses this information well to successfully plan a balance of activities and learning opportunities reflective of individual children. Consequently, all children develop a good range of skills in readiness for school. However, the childminder does not always maximise opportunities to

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who attend

strengthen the communication links with some parents. This is to enable them to further support learning at home, to ensure that their child's learning continues to be consolidated and extended.

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who attend

There is a wealth of resources stored in the main playroom to support all the characteristics of effective learning. Children can select their own toys as they are very well-organised in labelled drawers and cupboards for their independent access. She has carefully displayed print around the playroom and labelled resources, so that this fosters an early enjoyment of word recognition and literacy. Adult-led and child-initiated activities significantly enhance active learning and help children to develop in confidence and independence. The outdoor environment is highly stimulating. Natural areas in the garden support children's learning about nature, the children have drawn up plans to develop a bug hotel to encourage more insects to the garden. The childminder provides opportunities for children to engage in sensory exploration with resources, such as stones, sand and water. Children are creative and imaginative in a mud kitchen and enjoy using

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who attend

the open-ended resources. For example, they use negotiation and problem-solving skills as they work together using resources, such as cardboard boxes, tyres and a large twig, to create a train.

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who attend

The childminder effectively supports children's language and communication skills because she constantly speaks to children about what they are doing and what they can see. She asks open-ended questions, so that they learn to think creatively and critically for themselves. In addition, she works at their level, giving lots of eye contact and responding appropriately to them. She encourages children to repeat new words in order to develop and extend their vocabulary. Children's development in literacy is well supported as books are readily available throughout the home. They confidently choose books to read themselves or take them to the childminder to read they join in with familiar text and identify key characters. Children learn about and celebrate various cultural events throughout the year, which encourages their understanding of similarities and differences.

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

Strong attachments and close relationships between the childminder and children are highly evident. The childminder sensitively supports the transition of new children into her home. She spends a great deal of time getting to know each child and bonding with them, so she can meet their individual needs to an exceptionally high standard. As a result, children are extremely confident and self-assured in the setting. The childminder supports them in developing new skills by challenging them to try. Consequently, the children are highly motivated and eager to develop new skills. Children are able to move freely between indoors and outdoors, demonstrating their independence as they initiate their own play. The back garden is extremely stimulating and has a wide range of high-quality resources that children move and combine in different ways, allowing children to make their own choices as they explore and investigate. Artwork is displayed in the setting,

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

which helps to raise children's self-esteem, as well as enabling parents to see their child's own work. Children play in a child-friendly, safe environment with clean, age-appropriate and well-maintained toys and equipment that effectively support their overall well-being and care. They learn and understand how to keep themselves safe because the childminder reminds them how to use play equipment safely.

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

Children behave exceedingly well because the childminder and assistant act as a positive role model and sets high expectations for all children. She has clear consistent rules in place within the home, so children understand what acceptable behaviour is. Simple house rules, such as being kind to each other, taking care of the toys and sharing with others, are reinforced throughout the day. Children receive lots of praise and encouragement, which builds their confidence and self-esteem. She consistently acknowledges children's positive behaviour, so that they are reflective of individual needs and levels of understanding. Healthy lifestyles are fully promoted. For example, the childminder and the children talk about the need to drink water to stay healthy. At snacktime, the children are offered a choice of healthy foods and encouraged to select and pour their own drinks. Children enjoy walks within the local community and visit parks and local shops. Children's physical

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

development is promoted as they use various pieces of equipment that encourage their large muscle development. Their health is further promoted as they learn appropriate hygiene routines, such as washing their hands after messy play and before meals. These well-established routines help children to independent in self-care skills to prepare them for the move to school.

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provision

The childminder fully understands her role and responsibility with regard to protecting children in her care from abuse and neglect. She has a secure knowledge of the correct safeguarding procedures to follow should she have a concern about a child in her care. Routines are in place to ensure adults within the home are vetted through the Disclosure and Barring Service check and clear routines ensure that children are not left alone with adults who have not been vetted. The childminder occasionally works alongside an assistant. She has provided a suitable induction and training programme, to ensure the assistant is competent to work with the children and has a good understanding of how to safeguard children from harm. Children's safety is ensured as the childminder takes appropriate steps to guarantee the environment is safe, secure and suitable. Potential risks within the home and garden are identified and steps taken to minimise them. Daily

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provision

visual checks alongside written risk assessments ensure children remain safe.

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provision

The childminder is highly motivated and dedicated to providing a high-quality childminding provision for children and families. Partnerships with parents are good and they have access to a wide range of information about their children's learning and development. She is competent and experienced in working with children and families where additional support may have been identified as necessary. The childminder is fully aware of the importance of the progress check for children between the ages of two and three years, and will ensure that she and parents work closely to complete a report to share with other professionals.

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provision

The childminder has a system to track and monitor the children's progress, ensuring that she can identify any gaps in their learning. As a result, children make good progress in preparation for their next stage of learning. The childminder reflects upon the care and learning she provides and demonstrates a strong drive for continuous improvement. The childminder is keen to continue with her professional development to further her knowledge and skills, in order to maximise opportunities for all children. She gathers the views of parents about the service she provides through verbal and written feedback. Parents are pleased with the quality of the provision and comment that children 'are very happy' when they are in the childminder's care. The childminder has good relationships with other childminders in her area. The childminder fully understands the importance of working with other professionals. She has developed good links with the local schools,

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provision

pre-school playgroups and other agencies to support the continuity of care, and ensure that children's health and well-being is promoted.

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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 EY437410 Local authority Derbyshire Inspection number 956971 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 10

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Name of provider

Date of previous inspection not applicable

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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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