Childminder in Leicestershire

Inspection date

Previous inspection date 16/10/2014 16/12/2009

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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 1 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The quality of teaching and learning is good. The childminder has a good understanding of the abilities and needs of children in her care. As a result, children make good progress in their learning.  The childminder has a good understanding of her responsibilities and the procedures for safeguarding children. She effectively supports children's understanding of how to keep themselves safe and healthy.  Children feel safe, secure and form warm attachments with the childminder and their peers because of the warm family environment the childminder provides.  Partnerships formed with parents and other professionals are highly effective with everyone working closely together to meet children's needs.

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It is not yet outstanding because

 The childminder does not always enrich the planned activities for younger children to inspire them to persist, explore and solve their own problems, in order to fully support the different ways in which children learn and to extend their already good learning even further.

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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 had a tour of the premises and observed children's activities.  The inspector conducted a joint observation with the childminder.

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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 looked at children's assessment records and the planning documentation.

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Inspection activities

 The inspector checked evidence of suitability of all household members. She also checked the childminder's qualifications, policies and procedures, and discussed the childminder's self-evaluation form and improvement plans.

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Inspection activities

 The inspector also took account of the views of parents and other providers children attend.

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Information about the setting

The childminder was registered in 2003 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three children aged 14, 12, and six years in Barrow-upon-Soar in Leicestershire. The whole of the ground floor and enclosed rear garden is used for childminding. The family has two pet dogs. The childminder takes children to, and collects children from, the local schools. There are currently 12 children on roll, five of whom are in the early years age range and they attend for a variety of sessions. The childminding provision operates all year round, from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a recognised early years qualification at level 3. She receives funding for the provision of free early education for three- and four-year-old children.

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

 enrich activities planned specifically for younger children to inspire them to persist, explore and solve their own problems, in order to consistently support the different ways in which they learn and to extend their already good learning even further.

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who attend

The childminder demonstrates a good understanding of the requirements of the Early Years Foundation Stage. She has sound knowledge of the levels of development and stages of play that children go through. The childminder exhibits good qualities of teaching and her interactions with children are warm, caring, considerate and timely. The childminder works closely with parents in order to support children's learning, development and well-being. For example, when children first start in her care she asks parents to complete an All about me booklet, which captures children's likes, dislikes and interests. Parents contribute information about their children's learning and development at home. Parents also provide the childminder with photographs of important people in their child's life. Consequently, this helps the childminder to support children's emotional well-being effectively, during the settling-in process. This, as well as the childminder's own

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who attend

initial observations of children, enable her to form accurate starting points from which to plan appropriate activities to support children's next steps in learning. Ongoing observations of children's achievements are recorded in children's learning folders and are used to regularly monitor children's progress in the prime and specific areas of learning. This assessment method is effective in identifying any gaps in children's learning, enabling the childminder to put additional strategies in place where required. The childminder keeps parents well informed about their child's progress through regular discussions and completing daily dairies. Furthermore, children's learning folders containing their attainments are shared with parents. Parents are encouraged and actively contribute to these folders by adding information about their child's achievements within the home environment. The childminder works closely with parents and other settings children

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who attend

attend, when completing the progress check for children between the ages of two and three years.

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who attend

Children's communication and language is well supported by the childminder. She models good use of language and supports younger children's efforts of spoken language sensitively. For example, she praises young children's efforts as they point to the jigsaw pictures and attempt to say, 'broccoli' and 'banana' in order to build on their vocabulary and confidence in speaking. The childminder provides a balance of adult-led and child- initiated activities that enthuse and stimulate children's interests. For example, the childminder takes children to the park to gather and collect leaves in order to make leaf pictures. This supports their understanding of the world and gives them opportunities to explore and use different materials in their artwork. The childminder supports older children as they initiate their own ideas by collecting conkers and sycamore seeds and then research and match the shapes of leaves to pictures of trees they find on the

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who attend

internet. This also supports children's understanding and use of technology. Similarly, the childminder supports children to develop their imagination and interests by helping them create a fairy garden. Children paint stones with glitter, plant miniature trees and herbs, in order to create a miniature forest, and make small houses and furniture for the fairies to live in and sit on. This creative idea helps children to form closer friendships with their peers, which supports their personal, social, and emotional development. Furthermore, the children's imagination and learning is fostered by parents, as they too help their children to create fairy gardens in their own homes. The childminder adjusts these activities enabling younger children to take part. However, she does not always enrich the planned activities for younger children to inspire them to persist, explore, and solve their own problems, in order to fully support the different ways in which children learn and to extend

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who attend

their already good learning even further.

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who attend

Children's early writing abilities are encouraged by the childminder as she supports them to make marks in a variety of ways. They enjoy chalking on the patio and using pens, paints and crayons to draw on big sheets of paper. The boys in her care especially enjoy making marks as they lie on the floor and draw roads, garages and shops onto large pieces of lining paper. Furthermore, the childminder supports their literacy and mathematical development as she helps them to label their drawn creations with names of high street shops and number the car parking spaces. Throughout the childminder's home and garden, children see printed text, such as number and alphabet lines, and labels on toy boxes. This helps children understand that print has meaning and supports their future development of reading and writing skills. Children sit on the childminder's knee and enjoy having books read to them. The childminder enthusiastically reads and emphasises the

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who attend

words, such as light and dark, big and small, old and young. This further supports children's literacy development and understanding of mathematical language, such as size and opposites. Outdoor play equipment provides children with opportunities to development their physical skills, balance and coordination. Younger children experience appropriate levels of risk and challenge as they climb on and off the storage bench. This helps them to develop their physical control. The childminder is always close by to offer help and support if needed. The childminder works closely with parents and has formed positive relationships with staff at the local school. As a result, all children make good progress and begin to close any gaps in their learning. Consequently, children are well prepared to move onto their next stages in learning, when the time comes.

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

Children's well-being is enhanced as they form warm and secure attachments with the childminder. They are evidently happy in her care and confidently interact and engage in conversations with her. The childminder is attentive to them and listens closely to what they say. This supports children's self-confidence and self-awareness. Through listening to children and forming close partnerships with parents, the childminder is fully aware of children's individual needs. Consequently, she meets all children's care and learning needs effectively. The childminder supports children's emotional well-being very well, from the outset, through good settling-in processes. She obtains information from parents about children's interests and level of development before they start. The childminder encourages parents to gradually build up the length of time children stay with her where possible. As a result, new children and their parents get to know the childminder and

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

other children well. Although, children can start straight away depending on parent wishes and children's individual needs. This helps children feel secure and enables them to make smooth moves from home into her care. Children snuggle up to and enjoy sitting on the childminder's knee for cuddles. The childminder joins in with children's play sensitively and shares in the moments they find things funny, such as when the train passes by at the end of garden or conversations she has with them. This demonstrates that children feel safe and secure.

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

The childminder is an excellent role model and praises children's efforts and achievements regularly to help boost their self-esteem. The childminder has a calming manner and is patient and consistent in her expectations with regard to behaviour management. For example, she encourages all children to share and pass toys to their peers so they may also play with them. She encourages children to wipe up small amounts of water they spill, explaining they or their peers could slip and hurt themselves if the spillage is not mopped up. Additionally, she encourages children to be careful when climbing down from furniture, reminding them not to jump. As a result, children are learning to understand boundaries are put in place to keep themselves and others safe. The learning environment, both indoors and outdoors is welcoming and very well resourced. The playroom has a wide range of resources to enhance all areas of learning, which are easily

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

accessible to children. Children move freely from indoors to outdoors and have daily opportunities to experience the benefits of physical exercise. They sit in small cars or on tricycles and push them along, climb up and slide down appropriate sized slides and rock backwards and forwards on the seesaw. Additionally, children have plenty of exercise through daily walks to school and regular trips to local play parks. The childminder has positive attitudes towards equal opportunities and she makes sure children have opportunities to gain awareness of different cultures and beliefs. She displays a colourful poster, written in many different languages, which they discuss so they find out about each other's similarities and differences, cultures, and beliefs and those of their families. Older children confidently manage their own personal needs. The childminder is close by to help and encourage younger children to become independent. For example, she

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

explains to them about the importance of hand washing. Additionally, she explains to children the importance of disposing tissues in the bin is to prevent the spread of germs. The childminder helps young children to recognise when they feel hot, and encourages and supports them to take layers of clothing off. Furthermore, children enjoy reading a range of books, which explain that germs are not for sharing and feet are not for kicking. This supports children to make their own informed choices and develop and understanding of how to keep themselves and others safe and healthy. The childminder has an excellent understanding of how to avoid cross-contamination. When changing nappies she wears disposable gloves, wipes the changing mat after each use with antibacterial wipes, disposes of the nappy in the outside bin and washes her hands. Older children wash their hands using a sensor soap dispenser and dry them with fresh paper towels. The

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

childminder works closely with parents to meet all children's dietary needs and to ensure that they are well nourished. She provides healthy snacks and a cooked evening meal and parents provide their children with a packed lunch. Children have easy access to drinks. Older children independently pour their own drinks and the childminder encourages younger children to drink regularly throughout the day to ensure they remain suitably hydrated. Children have regular opportunities outside the childminder's home to develop an understanding of the wider world and to further develop their self-confidence and independence skills. For example, younger children accompany older children on their walks to and from local pre-school and school. The childminder regular takes children to the local story time and musical toddler group sessions. On the way, they often stop and buy groceries from local shops and enjoy, from a safe distance, watching, counting, and

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

naming the vehicles that pass under the nearby motorway. This, as well as excellent parent and other provider partnerships, benefits children through consistency of care. Consequently, children are emotionally well prepared for the move to the next stage of learning.

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provision

The childminder has a good understanding of her role and responsibilities to meet the safeguarding and welfare requirements of the Early Years Foundation Stage. She is aware of the potential signs and symptoms of abuse and has a secure understanding of her responsibilities regarding protecting children. She knows the procedures to follow if she has concerns about a child's welfare or if an allegation is made against her and she knows which agencies to inform. Appropriate documentation is in place to record any concerns she may have. The childminder has a detailed, written safeguarding policy, which includes information on the use of mobile telephones and cameras. The childminder has sound understanding of the importance of children's welfare and knows how to keep children safe when using the internet. Furthermore, she shares this knowledge with parents so they are fully informed of how to keep their children safe online as well. She updates her

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provision

knowledge of safeguarding children through attending regular child protection training. She shares all her policies and procedures with parents when children start in her care. The childminder also has appropriate documentation in place to record details of accidents, incidents and the giving of medication. The childminder deploys herself well around the setting to ensure children's needs are met and they are supervised well. Positive relationships with parents means good channels of communication are in place. This enables her to be fully aware of children's individual needs and family circumstances at all times. Consequently, children's welfare is actively promoted and children are kept safe and well protected.

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provision

The childminder demonstrates a positive approach to improving her professional development in order to enhance the learning, development and care of children. Since the childminder's last inspection, she has completed her qualification in childcare, learning and development at level 3 and is working towards gaining an early years childcare foundation degree. The childminder regularly attends training courses, such as supporting boys to achieve and other local authority childcare training and workshops, which benefits all children in her care. The childminder receives support from her local authority early years department, which has led to an increased knowledge and understanding of how to precisely assess the progress children are making. As a result, she accurately matches her planning to children's individual learning and development needs. The childminder keeps up to date with key training, such as first aid and food allergy training. The childminder

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provision

reflects well on her practice, which enables her to identify areas to continually improve children's learning and development. For example, she works closely with other childminders to share fun ideas of educational activities around a particular topic, such as the autumn harvest, in order to enhance children's learning experiences. The childminder ensures all areas of learning are covered and that the educational programme provides appropriate challenge for children.

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provision

The childminder has formed highly effective relationships with parents and keeps them informed about their children's well-being and achievements. This is through daily verbal exchanges of information and through regular access to children's daily diaries and learning journey records. Parents are highly complimentary about the childminder. They comment that their children feel happy and safe in the homely, warm environment the childminder provides and that their children have grown in confidence through the many social activities and events the childminder takes their children too. Furthermore, parents mention how professional and trustworthy the childminder is and how she communicates well, on their behalf, with staff at the schools their children attend in order to continually meet their children's needs. Good links with staff at the local pre-school and school have been made. A written testimonial from the local school praises the childminder for being a

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provision

being a valuable asset for parents of minded children. The close working relationships between parents, school and the childminder promote effective learning for children. Consequently, relevant information is exchanged when needed, which further enhances consistency of care and learning and helps the childminder prepare children well for their next stages of 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 EY257352 Local authority Leicestershire Inspection number 877541 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 12

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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

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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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