Childminder in Derbyshire

Inspection date

Previous inspection date 20/10/2014 19/12/2011

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

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This provision is good

 The childminder uses her observations of children to plan suitable next steps in their learning. Consequently, children are provided with activities that interest them and are engaged by teaching strategies that are matched to their learning needs.  Children are safeguarded because the childminder has a good understanding of child protection issues based on up-to-date information from training and additional reading.  The childminder works in partnership with parents to provide continuity of care and promote children's well-being. Consequently, children form secure attachments and are happy and confident in her care.  The childminder makes assessments of children's learning and monitors their progress over time. As a result, she ensures that children are making good progress across all the areas of learning.

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It is not yet outstanding because

 Children do not always have access to resources that ignite their curiosity and encourage them to explore and experiment. As a result, opportunities to develop their critical thinking and problem-solving skills are not maximised.

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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 toured the areas of the premises used for childminding.

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Inspection activities

 The inspector observed practice and the interactions between the childminder and children during play and care routines.

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Inspection activities

 The inspector looked at a range of documentation, including parental questionnaires, policies and procedures, and reviewed the children's files that contained observations, planning and assessments.  The inspector spoke with the childminder at appropriate times during the inspection.

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Inspection activities

 The inspector checked evidence of the childminder's qualifications and the suitability of adults in the home.

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Information about the setting

The childminder was registered in 1993 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her family in Chesterfield, Derbyshire. The whole of the ground floor, the upstairs bathroom and the enclosed garden area are used for childminding. The childminder visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently 12 children on roll, one of whom is in the early years age group and attends for a variety of sessions. The childminder operates all year round from 7am 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.

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

 embed the use of resources that capture children's curiosity and allow them to experiment with their purpose so that children have further opportunities to use their imagination, solve problems and develop their thinking skills.

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who attend

The childminder has a good understanding of how to support children's learning and development. When children start she uses her observations and information from parents to make an initial assessment of children's developmental starting points. This is used to plan toys for children according to their interests and is matched to their learning needs from the moment they start. The childminder makes regular observations of children, which include details of their achievements, and links them to the different areas of learning children are demonstrating. As a result, the childminder knows the children in her care well and is able to plan suitable next steps in their learning. For example, young children showing an interest in older children's drawing are provided with appropriate resources that allow them to experiment with the marks they can make themselves. The childminder has a good knowledge of the different areas of learning and identifies,

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who attend

through planning, relevant learning opportunities in toys and activities. For example, children enjoy playing with small world toys and make connections with the people they know. They role play what they know from home as well as increasing their understanding of the world through discussion about the different jobs people do. The childminder uses details from her observations to make assessments and track children's learning over time. These records show children are working at a level expected for their age and making good progress.

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who attend

The childminder uses good teaching strategies to support children's learning through play. For example, she helps children learn to count as they put away small world figures, praising their efforts and sensitively correcting mistakes. Children's emerging interest in drawing is supported because the childminder talks about the marks they make on the paper, the colours they use and the different shapes they have made. As a result, children are beginning to understand that the marks they make can carry meaning. The childminder understands how to support children to become effective learners so that they are developing the skills they will need when they transfer into school. For example, she works with children to build houses and mend the wheels on the vehicles they have made from construction bricks. As a result, children are learning to have a go and keep trying. The childminder provides sensitive support for children's developing communication and

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who attend

language skills. She listens carefully and understands children's early words so that she can reinforce their learning by repeating key words and phrases. The childminder promotes conversation about their family and familiar places so children's use of language is challenged.

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who attend

Children have access to a range of age-appropriate toys that the childminder continually updates to reflect their needs and interests. For example, number train jigsaws are chosen based on information from parents about children's interests. As children get older, the childminder plans activities that reflect the specific areas of learning so children are beginning to learn about the world around them. Children enjoy regular outings with the childminder to visit the town clock and local parks, where they develop their physical skills. There are some resources available to children that capture their curiosity because they do not have a particular purpose. For example, a treasure basket for babies includes everyday household objects like brushes. However, the use of simple and natural resources is not consistent and embedded in practice. As a result, opportunities for children to learn problem solving and thinking skills not maximised by exploring and

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

Children are happy and confident because the childminder creates and warm and welcoming environment. Parents report that their children are very fond of her and feel safe and secure in her care. The childminder and parents use a diary to support daily conversations about care and experiences. For example, parents are kept fully informed about children's daily routines and parents share information about what has been happening at home. Consequently, the strong communication strategies allow them to work in partnership to provide continuity of care. Children's needs and well-being are supported because the childminder knows their routines and reads their body language effectively. For example, she quickly recognises when children are tired or unwell and is able to provide comfort. Children demonstrate their secure attachments to the childminder because they seek her reassurance and enjoy cuddles with her when they read books.

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

Strong relationships between the children and childminder support behaviour management strategies. The childminder implements a clear policy and discusses different approaches with parents. For example, younger children who become frustrated are effectively distracted and calmed by the childminder. Children are learning about risks and how to keep themselves safe because the childminder explains how the grass is now slippery after the rain. They are learning to cooperate because she encourages them to tidy away toys before getting out more to stop them tripping. The childminder walks children to school and identifies the importance of teaching them how to be safe near roads. Children demonstrate their developing independence because they fetch their own coats from their peg when they want to go outside.

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

The childminder displays children's pictures and photographs of their constructions on the wall, and children proudly show visitors their drawings. Children's self-esteem is further promoted because the childminder praises all their contributions and efforts. As a result, children are developing the confidence they will need when they move into school. The childminder supports children's overall well-being because they regularly play outside and visit the park to play football. As a result, children get plenty of fresh air and exercise. Parents value the nutritious meals the childminder provides for children and she talks to them about which foods are healthy. Consequently, they are developing an understanding of healthy eating. The childminder works with parents to support children as they learn to manage their own personal needs and promotes good hygiene habits by teaching children to wash their hands when they have played outside.

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provision

The childminder has a good understanding of her responsibility to safeguard children. She attends training and does additional research to ensure that she keeps her knowledge up to date. For example, she receives information from her local authority and attends training about current health issues. The childminder understands and implements a policy that covers a range of child protection and safeguarding procedures. For example, she clearly identifies what would cause her concern about the safety or well-being of a child and how she would respond. All adults associated with the household have had checks on their suitability to be with children. There are comprehensive risk assessments that cover her home and outings. These are kept up to date to reflect changes in the environment, for example, how roadworks outside her home affected the route to school.

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provision

The progress children make in their learning is tracked using detailed information about child development in each of the different areas of learning. As a result, the childminder can review her assessments and ensure that children are receiving a board curriculum and making progress in all areas. She has considerable experience as a childminder, which supports her ability to recognise any areas of concern in children's development. The childminder regularly seeks the views of children and the parents about how she organises her provision and acts on information she receives. For example, providing quieter areas for children after school so they can relax and read. She continually reflects on the resources she provides for children and adds new resources as they grow and their interests change. The childminder has completed a self-evaluation process and follows up on advice from the local authority adviser. She has made good progress since the last

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provision

inspection. For example, the childminder has improved her knowledge of safeguarding and implemented an effective system for planning. This means children's safety is assured and they make good progress in their learning. The childminder has permission from parents to share information with other settings children attend. Every week she views children's diaries from the nursery they attend so that she is kept informed about how they are progressing. For example, she is aware when they have moved up into the next group and how they are increasing their independence. The childminder collects children from the local school and has a good relationship with staff, who share information with her at the end of the day.

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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 207748 Local authority Derbyshire Inspection number 876275 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

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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