Childminder in Derbyshire

Inspection date

Previous inspection date 06/10/2014 24/10/2011

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 The childminder is warm and caring. She develops close relationships with children who, as a result, feel secure in her company.  The childminder arranges accessible resources in a stimulating and inviting way. Consequently, children independently make choices about what and where they want to play.  The childminder effectively implements suitable safeguarding policies and procedures into her practice. This helps to promote the welfare of the children.

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It is not yet good because

 The childminder's teaching methods do not always support children to learn how to think for themselves. Consequently, on some occasions children's attention waivers.  The childminders planning of activities is not always sharply focussed on children's precise learning needs to support them to make good progress.  Not all children learn how to control their behaviour well because the childminder does not always implement behaviour management strategies effectively.  Information from other providers and parents about children's ongoing achievements is not sufficient to fully complement learning and enhance the planning of future activities.

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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 activities in the main playroom and rear garden of the childminder's home.

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Inspection activities

 The inspector spoke with children and considered the views of their parents throughout the inspection.

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Inspection activities

 The inspector completed a joint observation with the childminder and talked with her throughout the inspection.

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Inspection activities

 The inspector viewed a range of documentation including suitability checks, evidence of training and the policies and procedures of the setting.

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Information about the setting

The childminder was registered in 1994 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and adult son in a house in Belper, Derbyshire. The whole of the ground floor, a bathroom on the first floor and the rear garden are used for childminding. The family has fish as pets. The childminder attends a toddler group and activities in the local community. She visits the shops and park on a regular basis. The childminder collects children from the local schools and pre-schools. There are currently four children on roll, two 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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must:

 ensure that children's next steps in development are appropriately planned for so that children are well supported to make good progress.

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

 encourage parents and other childcare providers to share more ongoing information about children's development in order to further complement and support their learning

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

 apply consistent boundaries for behaviour so that all children to learn how to play cooperatively and show sensitivity to other's needs and feelings

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

 develop the quality of teaching so that children are effectively supported to think and explore for themselves.

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who attend

Children enjoy participating in an appropriate range of interesting and stimulating activities. She encourages children to make choices about where and what they want to play with, meaning that play is generally child-led. For example, resources are presented at appropriate heights for the children to access them independently. In addition, the childminder offers specific adult-led activities which, on the whole, support the all-round development of children. The childminder takes the time to get to know the children through her observations of their play. This means that she has a reasonable understanding of their capabilities. Furthermore, the childminder uses suitable systems to track and assess children's learning needs. However, she does not always use this information effectively to shape future learning experiences. Consequently, the planning of activities is not always sharply focused on children's precise learning needs. This means

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who attend

they make satisfactory, rather than good, progress.

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who attend

The childminder makes use of some suitable teaching methods. She joins in children's self- initiated play, offering appropriate support and encouragement. This helps to sustain their involvement and enables them to overcome any difficulties they may encounter. For example, the childminder shows young children how to pull the bricks apart to enable them to create structures. Likewise, the childminder makes suitable suggestions to extend children's learning. However, on some occasions the childminder does not always allow children sufficient time to think and process information. As a result, they sometimes disengage from activity. For example, the childminder sometimes asks a series of questions one after the other, meaning that children become confused. Therefore, they are not always encouraged to develop the skills needed to become independent learners. This means that children are not as well prepared as possible for when they start school.

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who attend

Children are effectively supported to become confident communicators. The childminder continually talks to them and introduces new vocabulary. She encourages the children to repeat simple words and phrases and involves them in conversations. Therefore, children communicate well with the childminder and each other. Likewise, the childminder introduces mathematical language, such as, 'on' and 'in', and recites numbers during the context of children's play. As a result, children attempt to say, 'one, two, three' as they go down stairs. They explore a range of mechanical toys. They demonstrate that they can turn knobs and push buttons, and show an understanding of how things work as they talk on the telephone. Children confidently build structures with a selection of different sized bricks and skilfully manoeuvre cars through different materials, including sand. The childminder provides activities to enhance children's understanding of the world, such as

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who attend

planting bulbs. She encourages children to use a selection of tools to fill plant pots with soil. She provides watering cans, which prompt discussions about what the plant will need to grow. Likewise, children take turns to feed the pet fish. Consequently, they have an enhanced understanding of how to care for living things.

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who attend

The childminder encourages parents to contribute to her initial assessment of children. She makes good use of settling in visits in order to talk to children and their parents about their likes and dislikes. The childminder then uses this information to support her in providing age-appropriate activities tailored to the preferences of the children. This helps them to settle well. Parents are kept adequately informed about their child's progress through a combination of informal conversations and access to development records. Additionally, parents enjoy viewing photographs of their children participating in the activities provided. However, parents are not regularly encouraged to share information about their child's on-going learning and development at home. For example, the childminder does not always obtain information or discuss children's specific development needs, such as, how parents manage behaviour. Likewise, strategies to obtain information

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who attend

from other providers, where children attend another early years setting, about children's ongoing achievements require improvement to fully complement learning and enhance the planning of future activities.

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

Children benefit from the warm and loving relationships, which the childminder develops with them. The childminder is sensitive and responsive to the needs and wants of children. She offers cuddles and reassurance when children become upset. As a result, they are happy, confident to express their emotional needs and feel secure in her company. Additionally, children show that they enjoy being in the setting as they smile and giggle when they engage in activities with the childminder. The childminder develops sound relationships with parents. She uses flexible settling-in procedures to gather relevant information from parents. The childminder uses the detail, including information about favourite toys, to ensure that children are emotionally well supported during their transition into her care. The childminder is a suitable role model. She is polite and respectful and demonstrates appropriate manners. This in turn means that children are

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

mostly well mannered. The childminder makes good use of positive praise to build the children's self-esteem. She encourages the children to play games where they have to take turns. However, during such games the childminder does not always implement behaviour management strategies effectively to help children learn how to play together and show sensitivity for others needs and feelings. For this reason, not all children learn how to control their behaviour appropriately.

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

The premises are kept secure to help promote children's safety. Children are appropriately supervised throughout the day. For example, they are accompanied as they use the upstairs bathroom. The childminder carries out regular checks, which help to minimise risks and hazards. She conducts regular fire evacuation drills and teaches children to walk down stairs safely. Therefore, they are beginning to develop some understanding of how to keep themselves safe. Most aspects of the daily routine support children to become more independent. For example, children are encouraged to feed themselves. This promotes their self-help skills and encourages their self-esteem and confidence. Such attributes help children to feel emotionally prepared for moving on to the next stage in their learning, such as school.

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

The childminder is fully committed to promoting the good health of the children. She provides a wide range of healthy, well-balanced foods and snacks. The childminder attends to individual dietary needs very well. Children sit appropriately at the table and feed themselves. They learn about how to keep healthy through activities, including shopping games and discussions about food. The childminder provides water and juice for them to help themselves to throughout the day, which helps to support their well-being. The childminder also ensures that suitable hygiene practices are routinely carried out. She encourages children to clean their hands after messy play and before meals. The childminder takes them on regular outings in the community and provides free flow access to the outdoor area. She makes good use of these occasions to motivate children to move and be physically active. This helps to ensure that children are beginning to understand

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provision

The childminder has a reasonable understanding of her responsibilities under the safeguarding and welfare requirements of the Early Years Foundation Stage. Therefore, the welfare of the children is suitably promoted. All people who live or work in the childminder's home have been subject to relevant Disclosure and Barring Service checks. These measures help to keep the children safe. The childminder has attended regular safeguarding training and therefore, has a sound knowledge of the possible signs and symptoms of abuse. Additionally, she is clear on the appropriate actions she should take should she have any concerns about a child's well-being. Since the previous inspection the childminder has developed appropriate risk assessments of the premises. She uses these checks in all aspects of her care to identify and minimise risks. This helps to ensure that the environment is safe. The childminder makes use of suitable policies and procedures to

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provision

support the good management of the setting. She effectively implements them into her working practices and so further promotes the welfare of the children.

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provision

The childminder is continuing to develop her knowledge of the learning and development requirements of the Early Years Foundation Stage. She provides a balanced range of activities and experiences, which are tailored to the interests of the children. As a result, children engage well in play. Since her last inspection the childminder has introduced basic systems to observe and assess children's development. Therefore, their progress is, to some extent, monitored. Through procedures to reflect on the delivery of the educational programmes and assessments of children's learning, the childminder has identified weaknesses in the quality of the planning. She has recognised that her planning does not fully consider the children's next steps in learning. However, she has yet to implement the required changes to improve her practice. Subsequently, children are not yet always supported to make good progress. Similarly, the childminder has identified some strengths

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provision

and weaknesses through self-evaluation and has considered how to improve her practice further. She is fully committed to improving the quality of the setting and has attended additional training to improve her knowledge. However, she has not reflected in detail on her teaching methods and how to enhance these to better support children's learning.

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provision

The childminder has a reasonable knowledge and understanding of the importance of working in partnership with parents. She establishes good relationships with parents who are happy with the flexible care that she provides. Parents are generally suitably informed about their child's learning through daily discussions and journals. In addition, the childminder shares her policies and procedures, which provides parents with an appropriate range of information about the service provided. The childminder is beginning to develop partnerships with other providers who deliver the Early Years Foundation Stage. However, strategies to obtain information from other providers and parents and about their child's ongoing achievements are not as effective as possible to complement learning and enhance the planning of future activities. The childminder has developed a number of links with other childminders in the area. She attends activities, such as,

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provision

toddler groups in the local community, which support the all-round development of the children. The childminder understands the role of other professionals in order to obtain appropriate interventions, so that all children receive the support they need. To date she has not been required to implement this in practice.

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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 207606 Local authority Derbyshire Inspection number 876273 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

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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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