Storr, Mandy Jayne

Inspection date

Previous inspection date 07/10/2014 29/03/2011

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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

 The childminder has a good knowledge of child development and how to teach young children. She delivers a range of stimulating activities that promote individual children's learning needs effectively.  The childminder develops warm and close relationships with children and implements familiar routines with care and affection. Consequently, children are effectively supported with the move into her home and they are happy, confident and relaxed.  Children learn to become self-sufficient and are well prepared for their next stage in learning. This is because the childminder gives them regular opportunities to develop their independence skills.  The childminder has a good understanding of her role and responsibility to protect children in her care and to keep them safe at all times. She has effective safeguarding procedures that promote children's welfare competently.

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It is not yet outstanding because

 Existing partnerships with parents are occasionally not used to their full potential. As a result, chances to support children's development are not always maximised.  The opportunities for children to use their creativity and imagination are not yet fully maximised. This is because the rotation of resources does not always provide open- ended and natural resources.

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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 inside and outdoors.  The inspector conducted a joint observation with the childminder.  The inspector looked at children's assessment records and planning documentation.

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Inspection activities

 The inspector checked the safety of the areas of the childminder's home used by children.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder, her household and her assistant. In addition, the inspector talked with the childminder about her self-evaluation and improvement plans.

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Inspection activities

 The inspector took account of the views of parents and carers spoken to on the day and from information included in the childminder's documentation.

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Information about the setting

The childminder was registered in 2007 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children, in a house, in Balderton near Newark. The whole of the ground floor and the rear garden are used for childminding. The family has a rabbit as a pet. The childminder works with an assistant. She 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 school and pre-school. There are currently 17 children on roll, nine of whom are in the early years age group and attend for a variety of sessions. She 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:

 build on existing relationships with parents and further develop effective strategies to strengthen their involvement, for example, with observations from home, so that all opportunities to support children's development are maximised

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

 enhance the organisation of resources to provide more open-ended and natural resources, enabling children to use their creativity and imagination more readily.

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who attend

The quality of teaching is good. The childminder understands the way in which children learn. She offers children a broad range of playful activities, covering all areas of learning, with a focus on the prime areas for younger children. She receives information from the parents from the outset of care and observes children's development to assess their starting points. The childminder makes regular observations of children, using annotated photographs, as well as written evidence, to highlight children's learning. She successfully uses the information she gathers to create a clear picture of what children can do and need to do next. This forms the basis for planning further activities and learning opportunities to support children's progress towards the early learning goals in all areas of learning. The childminder makes sure children are making progress across all areas by tracking their learning in line with expected developmental milestones. She does this to

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who attend

make sure children gain the skills they need to be ready for the next stage in their learning, whether it will be pre-school or reception class.

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who attend

The progress check for children between the ages of two and three years is completed by the childminder and covers a detailed summary of the child's learning. Children visit local groups with the childminder, which enables them to socialise with children of a similar age and to play with different toys. The childminder speaks to children at their own level, listening and modelling language appropriately. This successfully supports children's emerging communication skills. Children thoroughly enjoy their time playing in the garden. They eagerly run to the sand tray, where they enjoy using the spades to scoop up the sand and transfer it to the water tray. The childminder supports this interest and does not discourage their creativity. The childminder incorporates numbers and counting into everyday routines and play opportunities. For example, she encourages children to count the number of grapes at snack time.

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who attend

The childminder supports children's listening and attention skills, and growing creativity, such as by singing along to rhymes and encouraging children to join in with action songs. The childminder provides resources to promote children's development in expressive arts and design. Children are thoroughly engrossed as they paint with sponges. In addition, the childminder demonstrates how to make patterns on paper by rolling conkers in paint. The childminder regularly shares children's learning journeys with parents. This shared approach to children's learning and development contributes to the good progress children make and demonstrates some continuity of learning between home and the setting. However, these relationships could be strengthened further to maximise the involvement of parents who are more reluctant to contribute. The childminder has not yet explored the use of different strategies for parents to share their observations of children's

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

The childminder offers a warm and nurturing family environment and makes every effort to ensure that she provides a positive experience for all children. Consequently, children are happy, emotionally secure and respond positively to her caring and affectionate approach. For example, they are confident, talk freely and are able to express their thoughts and needs. The childminder takes the time to get to know new children and offers a flexible settling-in procedure that can be adapted according to the needs and wishes of children and their families. The childminder attractively displays children's artwork and photographs, helping them to adopt a strong sense of belonging. Children behave generally well. They are polite because the childminder reminds them to use their manners as they say please and thank you at mealtimes. Children respond positively to the attention and praise they receive, which fosters their confidence and self-esteem.

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

Through the good use of praise and by providing consistent routines and boundaries, children are developing a secure understanding of right and wrong.

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

Children's personal care skills develop as they learn about the importance of hand washing at certain times, as the childminder helps them clean their hands before snack. Children are consistently encouraged to try things for themselves, which helps to develop their independence and self-care skills. For example, children are supported to put on their own wellingtons. This growing sense of responsibility contributes to children's ability to make relationships and develop personal and social skills in preparation for their move into pre- school or school. The childminder has a good understanding of nutrition and healthy eating. She encourages children to sit at the table for their meals, which helps to develop their personal and social skills during mealtimes. Children have good opportunities to develop their physical skills. They benefit from fresh air and exercise in the garden and while on outings at the local park.

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

The childminder successfully teaches children to keep themselves safe in their environment by encouraging them to keep areas tidy and put resources away after use. In addition, she reminds children to be careful when running outdoors when it is wet. Children's medical needs are known to the childminder. She holds a current paediatric first-aid certificate and is confident to deal with minor accidents or illnesses. She is fully aware of the requirements for administering medicines and maintains a log signed by parents. The childminder has a large variety of resources covering all areas of learning promoting children's development widely. However, children do not fully benefit from the rotation of toys and games. For example, open-ended resources, which can be used in different ways, as well as natural resources, are not always available on a daily basis. This means that children's spontaneous imagination and creativity are not fully maximised.

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

Children's social skills are enhanced as they meet a wide group of friends at different groups they attend. This successfully helps prepare them for the move to pre-school or school.

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provision

The childminder is fully aware of her responsibilities with regard to safeguarding children. She demonstrates a secure knowledge of identifying areas of concern and how she would respond to any potential issues. Written safeguarding policies and procedures are in place to help her protect children. These are shared with parents, ensuring that they too are aware of her responsibilities. The childminder is vigilant and ensures that the premises are safe and secure at all times. She completes thorough risk assessments of all areas used by children, including any venues they may visit in the local environment. Policies and procedures are thorough and robust and cover all requirements. Well-maintained documentation and records help the childminder to support children's welfare. For example, accident and medication forms are kept up to date and appropriately signed by parents.

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provision

All the necessary suitability checks are completed on the childminder's assistants and those in the household aged over 16 years. The childminder has good procedures in place to ensure her recently appointed assistant understands her role and responsibilities, including a detailed induction. The childminder has been registered for a number of years and has continued to keep herself up to date with the changes in legislation and guidance over this time. For example, she accesses regular updates through her membership with the Professional Association for Childcare and Early Years and has contact with fellow childminders. In addition, the childminder ensures that she completes and maintains all mandatory training. As a result, she is able to provide a good quality service, which is responsive to the individual needs of the families and children who attend. The childminder monitors the progress that children make in order to ensure that the

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provision

educational programme offered enables them to continue to make progress. The childminder constantly reflects on her practice, and that of her assistant, to enable her to provide the best possible care and learning for the children placed with her. She takes into account any comments from parents and advisers and uses these when reviewing her practice. Parents speak highly of the childminder and the support that she gives their children. Questionnaires, completed by parents, outline the positive experiences that their children receive and the confidence that they have with the care that the childminder provides. The childminder works alongside other childminders at a local childminding support group, which provides peer support. She has developed a good relationship with the local school and pre-school in order to ensure a shared and continued approach to children's 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 EY343257 Local authority Nottinghamshire Inspection number 878252 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 17

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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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