Childminder in Nottinghamshire

Inspection date

Previous inspection date 06/10/2014 09/12/2009

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early years provision

This inspection: 2 Previous inspection: 3 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Children benefit from the able skills of the childminder who has an accurate understanding of how children learn, effectively engaging and encouraging them.  Children form strong relationships with the childminder who is warm and caring. Consequently, children are confident and happy in their care.  A strong emphasis is given to keeping children safe and healthy. The childminder maintains a comprehensive range of policies, procedures and records that underpin her practice.  The childminder has formed strong partnerships with parents. They are kept well informed through daily discussions, and the sharing of development records.

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It is not yet outstanding because

 Open-ended resources, which can be used in different ways, such as boxes and bags, are not routinely accessible, to encourage children to play and explore in different ways.  There are fewer opportunities for children to spend time alone to independently explore and investigate an activity they have chosen.

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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 compulsory part 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 and talked to the childminder.  The inspector observed aspects of safety in the home.

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Inspection activities

 The inspector looked at documentation including children's assessment records and other required documents.

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Inspection activities

 The inspector took account of the views of parents from the childminder's parent questionnaires and other documentation.

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Information about the setting

The childminder was registered in 2009. He lives with his wife who is also a childminder in Bramcote, Nottinghamshire. The whole of the ground floor is used for childminding and there is a fully enclosed garden for outdoor play. The childminder is registered on the Early Years Register and the compulsory parts of the Childcare Register. There are currently 18 children on roll, six of whom are within the early years age range. The childminder is able to take and collect children from their local schools. He attends the local parent and toddler group and is a member of a local childminding support group.

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

 increase the range of accessible open-ended resources, such as fabrics, boxes and bags, in order to encourage children to play and explore their environment in different ways

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

 enhance children's learning experiences, for example, by allowing them time alone to independently explore and investigate an activity they have chosen.

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who attend

Children make good progress in their development because the childminder is attentive and supportive. He has a good knowledge of how children learn and provides a wide range of activities within and outside of the home. Children have an individual learning journal that details their starting points, ongoing progress and next steps in learning. The childminder uses this information well to successfully plan a balance of activities and learning opportunities reflective of individual children. Teaching is good and children enjoy a balance of adult-led and child-initiated activities. Children show their enjoyment as the childminder leads a story session, and sits alongside them as they complete a craft activity of their choosing. The childminder asks open-ended questions and introduces new vocabulary, without distracting from the task in hand. In addition, he also responds to young children's attempts to make conversation, supporting them to develop their

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who attend

thinking. Therefore, children make good progress according to their starting points.

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who attend

Young children show their delight in exploring simple man-made equipment, promoting their awareness of technology. They press and push buttons, join blocks and train tracks together and successfully use a range of tools and equipment when exploring and making models with dough. However, children have fewer opportunities to investigate and explore using open open-ended resources, such as fabrics, boxes and bags, in order to play and explore their environment in different ways. The childminder and children learn about a range of festivals together. This helps children to begin to be aware of people from different faiths and cultures. Children have easy access to books and look at these independently or with the childminder and together sing familiar songs and rhymes, playing along to the music with a variety of instruments. They enthusiastically join in with the actions and key words of their favourite stories and songs and turn the pages of their

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who attend

favourite books. This promotes children's communication, social and physical skills. The childminder encourages children to choose what they want to do and they have access to a good range of resources. However, there are times when children would benefit from further time alone to independently explore an activity they have chosen. Through practical activities, children develop an awareness of number, shape and colour. For example, they look at the shapes they have made in the dough comparing their sizes. The childminder introduces words, such as 'long' and 'thin' and as a result, the children continue to explore with the dough. The childminder role models how to use the rolling pin and cutters and talks through what children are doing to enable them to follow and learn from his teaching. This helps children to develop the key skills needed for their future learning in readiness for school. Children are developing their physical skills well as

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who attend

they regularly go for walks in the community and visit the local parks near the childminder's home. In addition, they also have access to the childminder's garden, where they can use an increasing range of toys and resources. Children's physical movements are developing well. For example, they feed themselves with ease and skilfully use a range of materials to draw, colour and make models.

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who attend

The arrangements for updating parents about their children's progress and involving them in their learning are successful. This results in children making good progress in their learning, as a consequence of a shared and consistent approach. Parents are regularly invited to share information, discuss development summaries and contribute to children's individual learning journals. The childminder is minding children who are aged two years and is fully aware of the requirement to complete the progress check for children between the ages of two and three years. The childminder has worked with parents and carers to complete the necessary reports in the required time frame.

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

Children are cared for in a homely and welcoming environment. The calm atmosphere supports children's learning and they have close and positive relationships with the childminder. Children are familiar with the routines and are confident and secure in the environment. The childminder works closely with parents and takes care to ensure that she finds out all of the relevant information about children's individual routines and care needs. They spend time getting to know the children and settling-in sessions are agreed and reflective of individual children. This supports strong bonds and the transition from their home. Children are active or restful through choice and young children sleep in line with their individual needs and how they feel most comfortable.

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

Children behave well and the childminder has realistic expectations of them. He consistently acknowledges children's positive behaviour and considers his responses, so that they are reflective of individual needs and levels of understanding. The childminder ensures that he is a positive role model and is calm and sensitive in his approach. The childminder provides further opportunities to support children's personal, social and emotional development through everyday routines and activities. For example, he attends community groups with the children on a regular basis, providing opportunities for them to meet and play alongside their peers, in different surroundings.

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

Children are actively encouraged to develop healthy lifestyles and enjoy outdoor play on a regular basis. They have easy access to the childminder's rear garden and also visit the local parks and recreational areas. This contributes to their physical development and learning about healthy lifestyles. In addition, young children are supported in learning how to take managed risks and keep themselves safe. The childminder follows good hygiene procedures and encourages children to do the same. In addition, individual hand towels minimise the risk of cross-infection. Young children show a developing awareness of their own self-care as they recognise when they are hungry and thirsty, and help themselves to drinks and vocalise their needs to the childminder. The childminder works with parents in order to agree arrangements for providing meals and snacks and to discuss any individual dietary requirements. Children sit with the childminder at lunch time, enjoying the social

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

occasion of eating together. Young children are independent when eating and drinking, which means that their self-help skills are promoted and they begin to gain the skills to support their next stage in learning.

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provision

Children stay safe as the childminder has a good understanding of his responsibilities to meet the safeguarding and welfare, and learning and development requirements of the Early Years Foundation Stage. He has attended first-aid training, completed a safeguarding audit and safeguarding training and has a secure understanding of child protection issues. The childminder is confident in what to do should he have concerns about a child in his care and how to deal with accidents. These measures help to protect children. All the necessary checks have been completed to confirm that all adults in the home are suitable to be in regular contact with the children. In addition, clear procedures for managing and checking visitors are in place. The childminder closely supervises the children. Safety within the home, garden and outings is effectively promoted as the childminder carries out daily visual checks and maintains risk assessments. Documentation

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provision

and records are well organised and reviewed regularly. This includes systems for recording information about children's specific needs. Careful consideration is taken by the childminder to ensure the resources are well suited to the learning needs of the children who attend the setting.

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provision

The childminder demonstrates a strong commitment to his role and to provide a good service to children and their parents. He has completed mandatory and additional training and has a good understanding of his responsibilities to meet the care and learning needs of children. The childminder shows a strong commitment to ongoing improvement. For example, self-evaluation is used effectively and is reviewed and updated to reflect changes that have been made. It is also used to highlight further ideas for development. All parents and children are actively encouraged to contribute their thoughts and comments, which the childminder values and acts upon.

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provision

The childminder has developed positive relationships with parents, ensuring that they are kept informed about their child's care and activities that they have participated in. They are encouraged to share what they know about their child when they first start to attend so that the childminder is able to meet their needs and help them settle quickly. Their views are obtained through discussions and questionnaires. The childminder takes on board any comments and uses them to inform and improve his service. The childminder has worked hard to forge positive relationships with other providers the children attend, sharing information about the children with them. This ensures that children receive a shared and consistent approach towards their care and learning.

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The Childcare Register

The requirements for the compulsory 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 EY394201 Local authority Nottinghamshire Inspection number 821875 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 18

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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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