Childminder in Derby

Inspection date

Previous inspection date 10/10/2014 11/11/2013

p.1

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

p.1

This provision is good

 The quality of teaching is good. The childminder is skilful at identifying what children already know, their stage of development and their next steps in learning. She plans a varied range of activities, including interesting outings, to help children to move forward in their learning.  The childminder develops a very good relationship with parents and carers, regularly involving them in their child's learning and development, including useful ideas for activities that they can do at home.  The childminder is proactive in working in partnership with other settings that children attend. She ensures she makes early contact and provides useful and regular information, so that the support for children's learning and development is complementary.  The childminder effectively safeguards children as she has a sound understanding of child protection procedures, the use of electronic information and how to minimise risks

p.1

It is not yet outstanding because

 On occasion, the childminder does not extend her explanations to describe specifically what it is children need to do, for example, when using certain toys.  Children do not always have sufficient space to spread out and explore, when using the playroom.

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 observed activities in the lounge, dining room and playroom.

p.2

Inspection activities

 The inspector discussed the planning of activities, observations and assessments of the children with the childminder.

p.2

Inspection activities

 The inspector checked evidence of the suitability of adults living on the premises, the childminder's training and self-evaluation form.  The inspector took account of the views of parents and carers spoken to on the day.

p.2

Information about the setting

The childminder was registered in 2010 and is 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 Oakwood, Derbyshire. The whole of the ground floor, the bathroom and two bedrooms on the first floor and the rear garden are used for childminding. The childminder 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 schools and pre-schools. There are currently five children on roll; all of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round, from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years.

p.3

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

 maximise the floor space available within the playroom, for example, by reviewing the organisation of the larger equipment, so that children always have space to spread out and explore

p.3

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

 build on children's ability to understand why, by always fully explaining what they need to do when guiding their use of equipment.

p.3

who attend

The quality of teaching is good because the childminder is skilful at observing children, assessing their stage of development and planning appropriate activities and support. The childminder knows all of the children she cares for really well; a strength which the parents and carers comment on. The childminder involves parents and carers in identifying what children can do when they first start with her, so that she knows how to support them from the time they start with her. On an ongoing basis, she establishes the support that children need in their learning, and is very clear about how she is going to provide this. She carefully considers what toys, resources and activities she can provide to develop particular skills, to ensure children enjoy variety in their play. For example, to develop the grip required for holding a pencil to write, the childminder provides things, such as colouring and making marks in sand, as well as playing with toys with dials that they need

p.3

who attend

to turn. She also ensures she shares information with parents and carers about children's next steps in learning and gives them useful examples of things they can do at home, to ensure that there is a consistent approach. The childminder provides a varied and interesting range of outings and activities within the local community. As well as regular stay and play sessions and activity sessions at the local library, children also participate in local competitions and festivals, fundraising events for charities, both local and national, and visits to places, such as the shops, park, farm and woods. Parents and carers compliment the range of activities the childminder plans, including the varied range of outings, in providing children a 'rounded experience'.

p.3

who attend

The childminder places a strong focus on supporting children's independence. From a young age, she encourages children to explore the environment, moving freely between the lounge and playroom, and to choose what they want to play with. As well as to develop independence in tasks, such as feeding themselves and using the toilet. This ensures that children receive support to develop the skills they need for their future learning. When children play with the toys and resources, the childminder encourages them to have a go and establish how they work. As a result, children spend long periods of time playing with particular toys. The childminder is effective at letting children lead the play, but joining in to support their engagement and their learning in different areas. For example, when children play with the cars, the childminder encourages them to follow instructions, recognise colours and count. For more able children, she provides appropriate

p.4

who attend

challenge as she extends this to include recognising large numbers, as well as a discussion about the petrol station and teaching children the names of the equipment.

p.4

who attend

The childminder displays photographs and information about the various outings and events, which she uses successfully to support children's communication and language skills, as she asks them to recall and explain what they did. To further support children's communication and language skills, the childminder effectively talks to children during play, including sharing her own experiences. She gives simple and clear instructions and asks appropriate questions. However, on occasion, she does not fully extend her explanation so that children understand why they need to complete a particular action.

p.4

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

The childminder gathers detailed information about children's routines and needs at the time they start. She constantly discusses children's ongoing needs and any changes to their routines with parents and carers. This includes any dietary needs or health conditions, which the childminder discusses in detail to ensure she is clear about what support is needed. She also discusses any specific risks that this presents, so that she can review her risk assessment to ensure the safety of all children. The childminder also attends specific training if appropriate. This enables her to meet children's needs well and promote consistency of care. Parents and carers comment on how smoothly their children settle. The childminder provides healthy meals and snacks and takes into account any dietary needs, as well as food preferences. Fruit is available at all times for children if they are hungry between meals. The childminder provides appropriate meals throughout the

p.4

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

day, according to children's hours of attendance. Children have constant access to water, as the childminder has a water dispenser that they can help themselves to. The childminder has a good relationship with all of the children. They enjoy her company, for example, they chat to her during play and gain comfort from cuddles when they are tired. The childminder effectively organises the support for children to settle. She varies the settling-in visits, according to the child's needs and including parents and carers, to ensure that children are comfortable and secure. This effectively promotes children's emotional well-being. The childminder provides effective support for children to prepare them emotionally for when they move into other settings. She takes children on a varied range of outings within the local community, as well as regular visits to stay and play sessions. She also takes children to activities at the local school, so that they become comfortable

p.4

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

with being in different environments, mixing with different people and in larger groups. This helps to reduce the anxiety that children may feel about their eventual move to school.

p.5

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

The childminder is a calm and positive person. She is very clear and sensitive when she explains things to children. For example, when she explains that certain behaviour is inappropriate, she gives a clear explanation of the impact and sensitively encourages the child to think about the consequences. As a result, children behave well, they are clear of what is right and wrong and they show care and concern for each other. Without prompt, an older child gets out some toys for a younger child to play with, remembering what they enjoyed playing with previously. The childminder gives meaningful praise and therefore, children are effectively supported to recognise good behaviour and this also boosts their self-esteem. For example, the childminder praises children for completing routine tasks without prompt and they smile in acknowledgement. The childminder provides a clean, organised and safe environment. The organisation of the premises, both indoors and

p.5

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

outdoors, promotes children's independence well. The childminder encourages children to move freely around the ground floor and to decide when they play in the garden. She lays out an appropriate range of toys and resources for children to access immediately as they arrive, based on their current interests. The childminder also displays a broad range of additional toys and resources, with picture labels, to support the independence of younger children. Children select additional resources during their play. However, the organisation of some of the larger pieces of equipment in the playroom restricts the use of the floor space. Therefore, on occasion, children cannot move around or spread out comfortably and fully explore their toys, to extend their learning. The childminder effectively organises the garden to support children's progress in the different areas of learning. For example, she effectively supports children's literacy development as she displays labels so that

p.5

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

children begin to recognise that print carries meaning. There is a large board for children to draw and write on. The childminder gives effective consideration to the storage of additional toys and resources outdoors, so that she promotes children's independence and decision making.

p.5

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

The childminder effectively teaches children about safety. She regularly practises the fire evacuation procedure with the children, and sounds the smoke alarms so that children get used to the noise. This helps children to remain calm in the event of an emergency. She gives clear and appropriate explanations to support children's understanding of what is safe behaviour. For example, if children get excited and throw the toys, the childminder explains the impact of doing this. Children listen carefully to the childminder and immediately modify their behaviour, because of the effective ways she deals with this. The childminder regularly plans activities around safety topics, for example, road safety. She borrows additional resources so that this reinforces children's learning, as they play with items, such as road safety equipment. The childminder effectively supports children to develop an understanding of a healthy lifestyle. She consistently encourages

p.5

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

independence with toileting and hand washing. She teaches the children to sing a song while washing their hands, to ensure that they wash them thoroughly. Children have frequent opportunities to enjoy fresh air and exercise, by playing in the garden and going on outings. This includes activities, such as participating in a sports day. The childminder talks to children about the healthy foods at meal times, to develop their understanding of a healthy diet.

p.6

provision

The childminder is effectively implementing the safeguarding and welfare requirements of the Early Years Foundation Stage. She has a sound awareness of child protection issues. The childminder is able to describe appropriate signs and indicators of abuse and neglect. She is clear on the procedure she will follow in the event of any concerns, or any allegations against adults on the premises. The childminder is clear on how to promote children's safety, with regards to the storage and use of electronic information. All household members are known to Ofsted to enable appropriate checks to be undertaken. The childminder effectively promotes children's safety on the premises. For example, children wear reins and walk alongside the childminder. The childminder constantly checks the environment and ensures that children cannot leave unsupervised. She encourages children to tidy away throughout the day, to prevent any trip hazards. She has a clear

p.6

provision

understanding of the requirements regarding accidents and medication and the information that needs to be recorded and shared with parents/carers, to promote children's safety and well-being. The childminder maintains appropriate records to show children's hours of attendance, so that it is clear who is on the premises and that she is meeting the ratio requirements, to promote children's safety.

p.6

provision

The childminder clearly expresses her passion and commitment to childminding and meeting the needs of all the children in her care. She continually discusses current practice with other childminders, to keep herself up to date. The childminder checks any information she receives, if she is unsure, so that she is clear about the requirements. This ensures that she effectively implements the Early Years Foundation Stage. She has undertaken training in safeguarding, and as a result, has a sound knowledge and understanding of how to protect children. The childminder is effective in evaluating her own practice to identify where she needs to improve. She has enrolled to do a higher level qualification, to develop her knowledge and understanding of how to promote children's learning and development even more effectively. She regularly encourages feedback from parents, carers and children about her service, to seek their views on how she can

p.6

provision

improve. The childminder is very honest in her evaluation of her practice and recognises that there is always room for improvement, engaging positively with feedback. Parents and carers are very complimentary about the service the childminder provides and the impact this has on their children. The childminder makes good use of guidance for children's learning and development, to establish the progress that they make and that she is providing a broad range of activities across the seven areas of learning.

p.6

provision

The childminder gathers and shares a good range of information with parents and carers. She provides useful and detailed information for parents and carers when the child first starts with her. The childminder ask parents and carers to sign to confirm they have read the policies and procedures, so that they are informed of factors that affect the care of their child. Such is the thoroughness of the information she provides, that parents and carers remember the detail long after their child started. The childminder then keeps parents and carers fully informed through verbal discussion on a daily basis. If appropriate, she provides additional and regular feedback throughout the day to confirm she is meeting children's needs and routines. Parents and carers comment on how well the childminder knows their child. The childminder also provides a very useful range of information leaflets about parenting issues, as well as services and activities in the local

p.6

provision

area. This ensures that there is a consistent approach to children's care. The childminder is clear on the steps she will take to support children with special educational needs and/or disabilities. This includes encouraging parents and carers to seek appropriate professional advice, as well as attending any relevant training, developing her knowledge and skills through research and adapting the environment. The childminder has a suitable understanding of how to support a child with English as an additional language. She already uses sign language with all of the children, which helps to reinforce the routines and enables children who are not yet speaking, to make their needs known. She also uses pictures, gestures and would learn some familiar words to help children to settle. The childminder takes a proactive approach to working in partnership with other settings that children attend. She has an informative introductory letter that she gives to the other

p.7

provision

setting, to introduce herself and share information about the child. The childminder has regular and useful discussions, to agree how to support children's next steps in learning. She also provides evidence of children's achievements, so that the support the other setting provides is complementary.

p.7

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.7

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.8

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.8

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.9

Setting details

Unique reference number EY412756 Local authority Derby, City of Inspection number 992404 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

p.9

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.9

Type of provision

For the purposes of this inspection the following definitions apply:

p.9

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.9

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.9

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.10

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.10

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.11

Type of provision

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

p.11