Childminder in Nottinghamshire

Inspection date

Previous inspection date 09/10/2014 04/04/2012

p.1

early years provision

This inspection: 4 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 4 The effectiveness of the leadership and management of the early years provision 4

p.1

This provision is inadequate

 The childminder has failed to make improvements by working on recommendations raised at previous inspections. She lacks understanding of the seven areas of learning, which hinders children's learning and development.  The childminder fails to identify and plan challenging next steps to support children's progress in all areas of learning. This is because she does not observe and assess children's progress from their starting points, which results in her being unaware of their level of achievement.  The childminder does not complete the progress check for children between the ages of two and three years. Therefore, parents are not provided with relevant information to enable them to continue to support their children's learning and development at home.  The childminder's knowledge of safeguarding children, with specific regard to referral procedures is not secure to ensure prompt and effective action is taken should

p.1

This provision is inadequate

concerns be identified. Therefore, children's welfare is not effectively promoted.  Children's understanding of healthy lifestyles, such as washing hands, is not consistently promoted. Therefore, children are not learning effective practice to prevent the spread of germs and good hygiene procedures.

p.1

It has the following strengths

 The childminder is caring and kind, which enables children to develop strong attachments to her. Consequently, children are settled and happy in her care.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

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

p.2

Inspection activities

 The inspector checked evidence of the suitability of the childminder and household members, and the qualifications of the childminder.

p.2

Inspection activities

 The inspector looked at a range of documentation, including the childminder's policies and procedures.

p.2

Inspection activities

 The inspector looked at resources available to children, and observed activities in the lounge area and the interaction between the childminder and the children.

p.2

Information about the setting

The childminder was registered in 2007 on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She lives with her two teenage children in the village of Collingham, near Newark, Nottinghamshire. The family has a pet dog. All areas of the home are accessible to minded children, with care normally provided on the ground floor. There are bathroom facilities on the first floor. There is an enclosed rear garden area for outdoor play. The home is close to all local amenities including schools, parks, shops and transport. There are currently eight children on roll, four of whom are in the early years age group. They attend various days and times throughout the week and one child attends full time. The childminder takes and collects children from the local pre-school and schools. The childminder is a member of the Professional Association for Childcare and Early Years and holds a recognised childcare qualification.

p.3

must:

 improve understanding of the seven areas of learning and development in the Early Years Foundation Stage, so that children are provided with purposeful play experiences

p.3

must:

 use observation and assessment to identify children's stages of development in the seven areas of learning and use this information to plan challenging and stimulating activities to support children's next steps for learning

p.3

must:

 improve knowledge of the progress check for children between the ages of two and three years, to ensure a review of children's progress is made, and a written summary of their development in the prime areas is provided for parents to enable them to continue to support their child's ongoing development

p.3

must:

 improve knowledge of child protection procedures, with specific regard to who to notify child protection concerns to.

p.3

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

 help children to understand good hygiene practices through them routinely following appropriate routines, for example, washing hands before and after eating and after using the toilet.

p.3

who attend

The childminder has significant gaps in her understanding of the learning and development requirements. She is not familiar with the seven areas of learning and as a result, is not clear about how to track and monitor children's progress effectively. Although the childminder observes children at play, she does not effectively use these to assess their level of ability or progress. This prevents her from identifying and planning challenging play experiences to support children's next steps in learning. Therefore, while children have fun as they engage in a suitable range of play experiences, the childminder is not always clear about how and where to support children in the next steps of their learning. As a result, children are not sufficiently supported to enhance and extend their learning and development through purposeful play experiences. Furthermore, the childminder has failed to address recommendations raised at previous inspections relating

p.4

who attend

to improving observation, assessment and planning to better support children's progress. This results in the quality of teaching remaining weak because the childminder continually fails to build on what children already know and can do. This hinders the progress children can make from their starting points. Consequently, children are not acquiring the skills they require to prepare them for school or their next stages of learning. The childminder does not have any knowledge of the requirement to complete the progress check for children between the ages of two and three years. This results in valuable information not being shared with parents, preventing them from continuing to support their children's ongoing learning and development.

p.4

who attend

The childminder asks children what they would like to play with, providing them with opportunities to choose their own play experiences based on their interests. For example, children request to play interactive games, which provide them with some opportunities to develop their mathematical skills, as well as learning to share and take turns. The childminder provides a suitable range of accessible toys and resources, to create a stimulating environment. This enables children to explore and make independent choices. For example, children choose to play with the trains and some track. The childminder joins in their play supporting them in building a track for the trains to go round. She uses this activity to promote children's mathematical skills through counting how many carriages the train has. Children then choose to play with magnetic toys. They make considered choices about how they want to play with the resources, as they pick up and put down

p.4

who attend

different toys and objects, and ask the childminder for help in putting these together. For example, a child turns to the childminder for support during a construction activity with the magnetic strips and marbles. The childminder talks to them and models why they are not sticking together. She helps the child to resolve the problem through positive role modelling and discussion.

p.4

who attend

The childminder gathers some useful information about children before they start by talking to parents. She also involves parents by getting them to complete an All about me record. This helps her plan some varied activities that children are interested in. However, due to the childminder's insufficient knowledge of the seven areas of learning she is not able to plan effectively to support children's progress. The childminder adequately shares information with parents about the activities that their children have been involved in and how they have enjoyed the session.

p.4

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

Children's well-being is not promoted in all areas as the childminder is failing to meet all requirements of the Early Years Foundation Stage. The childminder treats all children with warm and loving care, helping them to settle and feel emotionally secure. She has a close bond with the children in her care and she responds to their request for cuddles. The childminder has formed positive relationships with children and has some understanding of what they enjoy doing. She responds to their needs and shows care and concern. The childminder implements basic house rules to help children learn how to behave. She is consistent when managing children's behaviour, which helps them to know the expected boundaries. The childminder is a positive role model, engaging with the children on their level, giving eye contact and using positive body language. She gives children praise for their achievements and acceptable behaviour, which promotes children's self-esteem.

p.5

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

The childminder takes children on regular outings to widen their knowledge of the local community. Children spend time outdoors enjoying fresh air as they access the garden. They develop physical skills as they use a range of outdoor toys and resources including a slide and wheeled toys. This helps children learn that exercise is fun and helps them keep healthy. The childminders home is clean and well presented, and children are happy to explore the toys and activities. The childminder provides a range of toys, which are age- appropriate for children she currently minds. These are presented on the floor, in boxes or on low-level shelving, which helps children reach them by themselves. Children are also encouraged to tidy away toys before getting other resources out, to maintain a safe environment. This helps children to learn to keep themselves and others safe. However, as the childminder lacks knowledge of the seven areas of learning, toys and resources are

p.5

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

not always used to effectively provide children with challenging, purposeful play experiences.

p.5

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

The children's understanding of healthy lifestyles is not consistently promoted. For example, children are not learning through their daily routines the importance of hand washing. This is because the childminder does not encourage them to wash their hands at relevant times or to learn the importance of this. The childminder offers healthy snacks, such as fresh fruit and well-balanced meals. Children's dietary needs are met as the childminder gains relevant information about this from parents. She respects their individual needs and values the secure attachments she has with them because they have been in her care for a number of years, which offers them continuity.

p.5

provision

The childminder is failing to meet the safeguarding and welfare, and the learning and development requirements of the Early Years Foundation Stage. As a result, children's safety, well-being and learning are not protected or adequately promoted. The childminder demonstrates a clear understanding of the signs and symptoms of abuse, but is not sufficiently clear on procedures to follow should she have a concern about a child. Therefore, although she would take action to protect a child, her knowledge of referral procedures is not secure to ensure prompt and effective action is taken to fully ensure children are effectively safeguarded.

p.5

provision

The childminder's understanding and implementation of the learning and development requirements of the Early Years Foundation Stage is not secure. For example, she does not know all seven areas of learning or accurately observe and assess children's development. Therefore, she is not providing challenging and stimulating activities for individual children and they are not making the best progress towards the early learning goals. This lack of knowledge affects her ability to support children to enhance their all round development. This demonstrates that the childminder's self-evaluation is not fully effective in driving the provision forward. The childminder has failed to make sufficient progress since her last inspection to ensure that the educational programmes are effectively promoted.

p.6

provision

The childminder undertakes daily risk assessments to ensure that all areas where children play are safe and suitable. For example, the front door is locked ensuring that children are unable to leave the home without an authorised adult and visitors are unable to gain access. Furthermore, all hazardous items are stored out of the reach of children. In addition, all appropriate documentation is in place to ensure children are safely transported in the car. A suitable range of written policies, procedures and records generally underpin the running of the service that the childminder provides. This also includes a complaints policy, which includes all current key contact numbers and is shared with parents. This informs parents of who they need to contact should they have any concerns regarding the service offered by the childminder. The childminder talks to parents about what their children have played with and keeps them updated of how their

p.6

provision

children have generally been throughout the day. The childminder also shares some relevant information with other providers that children attend, which promotes continuity of their care.

p.6

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

p.6

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

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number EY337737 Local authority Nottinghamshire Inspection number 820683 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10