Childminder in Nottingham

Inspection date

Previous inspection date 17/09/2014 Not Applicable

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early years provision

This inspection: 3 Previous inspection: Not Applicable 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 demonstrates a sound understanding of safeguarding policies and procedures, and understands how to report any concerns about children in her care.  Children build secure attachments with the childminder. This ensures that they are settled and happy in her care.  Children learn to keep themselves healthy and safe because the childminder reinforces hygiene procedures and their behaviour is well managed. Consequently, children develop some of the skills they need for the future.

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It is not yet good because

 The childminder's knowledge of the prime and specific areas of learning and the early learning goals is not yet fully embedded. Consequently, children's progress is not maximised through observations and assessments that are precise enough to shape their future learning and to identify areas for development.  Parents are not well supported to share information about their children's learning and development at home.  The use of the outdoor environment is not well considered so children have fewer opportunities to build on their learning when they play outside.

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

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Inspection activities

 The inspector checked evidence of the childminder's suitability, qualifications and her policies and procedures.

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Inspection activities

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

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Inspection activities

 The inspector took account of the view of parents spoken to on the day of inspection.

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Information about the setting

The childminder was registered in 2014 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives in a semi-detached house on the outskirts of Nottingham. She uses the whole of the downstairs area, the front bedroom and the enclosed rear garden for childminding. Toilet facilities are provided on the first floor. She lives with her child aged 10 years. The family has a cat as a pet. The childminder takes and collects children from local schools. The provision operates from Monday to Friday all year round, from 7.30am to 6pm, except for family holidays and bank holidays.

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must:

 improve knowledge of the learning and development requirements of the Early Year's Foundation Stage, including the prime and specific areas of learning and the early learning goals, so that observations and assessments are more precise, and use this information to plan and provide activities that help them make good progress in their learning and development.

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

 build further on the partnerships with parents so that they have greater opportunities to share more information about what their child is learning at home

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

 strengthen the outdoor provision by providing a stimulating range of resources and experiences which are accessible and open-ended, to allow children to further explore, build, move and role play.

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who attend

The childminder has only very recently commenced active childminding and is aware of the importance of consolidating her knowledge and embedding her practice further. She demonstrates a suitable understanding of the Early Years Foundation Stage, although she is not fully aware of all the changes to the learning and development requirements, or of the prime and specific areas of learning. As a result, the childminder does not consistently use information from her observations to assess children's progress in order to inform future planning or their next steps. This means that children do not always receive challenging experiences, built on what they can already do, to help them make good progress in their learning and development. The childminder has developed generally positive relationships with parents. The childminder shares and exchanges information on a daily basis regarding children's welfare. However, she does not fully engage parents in

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who attend

discussions around their children's learning and development or share information about their child's learning and development at home, in order to consolidate their learning. The childminder demonstrates a suitable awareness of the progress check for children between the ages of two and three years. She is aware of its importance in identifying any early intervention that maybe needed to help close any gaps in children's learning and development.

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who attend

Children enjoy the time they spend with the childminder. This helps them to feel valued, safe and happy and empowers children to make their own decisions. The childminder provides a welcoming family home with a suitable range of play equipment and resources, where children can learn through play. The childminder observes children during their play, but as yet does not monitor or assess the impact of children's play against the areas of learning. Consequently, children's next steps are not appropriately planned for, meaning that children's progress is not as good as it could be. Despite this, children are engaged in a range of play opportunities in which they show interest and enjoyment. For example, children laugh while they are building with the blocks and then knocking them over so they fall down. Children begin to explore vocabulary because the childminder talks with them consistently about what they are doing and encourages them to respond to her.

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who attend

Children's enjoyment of books is encouraged as they freely help themselves to a variety of books and sit with the childminder to read their favourite stories. They join in with familiar text. The childminder appropriately supports children as she engages in their play and enables them to make individual choices. There is generally a suitable balance of adult-led and child-initiated play.

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who attend

The environment enables children to initiate their own play. The indoor environment is stimulating and enables children to follow their own interests. However, the outdoor play area for children currently does not provide extensive opportunities to cover all areas of development in an inspiring environment. This means that some children's learning outdoors is not always maximised, and they are not enabled to play and fully explore for themselves. Through her own evaluation of her provision, the childminder has already identified this as an area for future improvement.

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

The childminder is warm and caring and she understands the importance of positively interacting with children at their level. For example, she sits at the children's level supporting them physically and verbally during an activity with soft building blocks. Children respond well, evidencing their enjoyment through laughing and smiling and feeling comfortable with the childminder. The childminder approaches behaviour management in a calm and consistent way. During times of challenge, such as children behaving inappropriately or undertaking activities that are not suitable, she gets down on their level and speaks to them calmly, reminding them of how to behave and why some behaviour is not appropriate. For example, she explains to them that running in the play area may cause them to harm themselves or others. Children listen and do as they are asked. As a result, they generally behave well. Children are given positive praise and

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

recognition for their efforts and achievements. Children's emotional well-being is effectively supported. For example, the childminder offers cuddles to those that seek her out for comfort.

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

Children are offered a snack mid-morning. The childminder adheres to their dietary requirements as discussed and agreed with parents beforehand. Children enjoy healthy snacks of fresh fruit and a drink. The childminder reminds them to say 'please' and 'thank you' when asking or giving items, so they develop appropriate social skills. Children are cared for in a clean, safe and well-maintained home. They learn about keeping safe and staying healthy by participating in daily routines and tasks. For example, the childminder sensitively reminds children of the importance of washing their hands to stop germs from spreading. The childminder talks with children about their own safety, such as how to cross the roads appropriately when out in the locality, as well as practising the fire evacuation procedure with children. Consequently, children are learning how to take managed risks and keep themselves safe. Children generally enjoy suitable opportunities

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

to spend time outdoors and develop their physical skills, although, the less well considered organisation of the outdoor area means that these opportunities are not maximised.

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

The childminder has a positive attitude to equal opportunities and welcomes all children and families into the home. Children have some opportunities to learn about other cultures and beliefs as the childminder provides a range of resources to reflect today's diverse society. The children enjoy each other's company, seeking out friendships and forming positive relationships. As a result, children behave well and develop appropriate social skills in preparation for later moves to nursery and school.

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provision

The childminder has attended safeguarding training to develop her knowledge of how to keep children safe and she has a suitable understanding of child protection issues. In addition, she holds a current first-aid certificate, which means that she can give appropriate treatment if there is an accident involving a child in her care. All adults on the premises have been vetted and visitors to the premises have no unsupervised contact with the children. The childminder uses a range of written policies, including safeguarding, medication and health and safety, to ensure that there is a clear professional agreement with parents. The childminder undertakes frequent visual checks of the premises and effectively minimises any risks and hazards, to ensure that children can play safely both indoors and outdoors. The childminder demonstrates a sound understanding of things that need to be notified to Ofsted.

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provision

The childminder provides children with an appropriate range of activities which supports their learning and development. The childminder is aware of the importance of establishing links with other early years settings that children attend, in order to exchange information so that they can work together to promote children's learning and development. She has clear plans in place to support children and parents as they make the move on to school.

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provision

Self-evaluation takes place and although the childminder has only been operating for a short period of time, she has clear priorities and targets for ongoing improvements. She is keen to improve the quality of the service she provides for the benefit of the children who attend. The childminder discusses children's ongoing needs with parents and carers. She maintains a daily diary of useful information about children's routines, what they have played with and any achievements, and encourages parents and carers to look at this on a regular basis. However, the two-way flow of information does not include the regular sharing of information about children's achievements at home. The childminder has a suitable understanding of how to seek appropriate support for children with special educational needs and/or disabilities or children who speak English as an additional language. She understands the requirement to work in partnership with other

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provision

professionals to enable children that attend to have their individual needs met.

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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 EY473507 Local authority Nottingham City Inspection number 956200 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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Name of provider

Date of previous inspection not applicable

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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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