Childminder in Derby

Inspection date

Previous inspection date 20/10/2014 15/06/2009

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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 2 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 is good. The childminder ensures that children are secure in their achievements, so that their next steps in learning are appropriate. The strong focus on helping children to develop independence ensures that they have the skills they need for their future learning.  The childminder is effective in promoting children's safety, as she has a clear understanding of child protection issues and procedures and well-established routines throughout the day.  The childminder is proactive in developing a partnership with other settings that children attend, providing useful initial information to help children to settle.  The childminder is effective in evaluating her own practice, including reflecting on the training she attends, and implementing appropriate changes to benefit the children she cares for.

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It is not yet outstanding because

 The childminder does not maximise the effective partnership with parents and carers to consistently share information regarding all of the next steps for their child, to encourage their contributions.  Adult-led craft activities do not always support children to develop their creativity and expression or explore a variety of materials, tools or techniques.

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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 observed activities in the playroom, lounge and the outside learning environment.  The inspector discussed a planned activity with the childminder.  The inspector looked at children's assessment records and other documentation.

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Inspection activities

 The inspector checked evidence of suitability of adults living on the premises and the childminder's qualifications.

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Inspection activities

 The inspector took account of the views of parents and carers from information included in their written feedback.

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Information about the setting

The childminder was registered in 1996 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her adult child in a house in Derby. The whole of the ground floor, a bedroom on the first floor and the rear garden are used for childminding. The family has a pet rabbit and fish. The childminder attends a toddler group and activities at the local children's centre. She collects children from the local schools and pre-schools. There are currently six children on roll, five 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 bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years. The childminder provides funded early education for two-, three- and four-year-old children. The childminder has a childcare qualification at level 3.

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

 maximise the effective partnership with parents and carers, to encourage more frequent information sharing about their children's learning and development at home, to support children to make even better progress in their learning and development

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

 encourage children to consistently explore a variety of materials, tools and techniques, particularly with regard to craft activities, to fully support their expression and creativity.

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who attend

The childminder has a clear understanding of how children learn and as a result, children make good progress in their learning and development. A strength of the childminder is her focus and support for children to develop independence. She is very effective at encouraging children to play together or alongside each other during self-chosen activities, without needing adult guidance or direction. Children play with the toys and resources and thoroughly enjoy their interactions with others, and smile and giggle as they enjoy each other's company during play. The childminder encourages children to move things around the environment to extend their play. This effective support also includes other aspects of independence, for example, children's self-care skills, such as using appropriate cutlery at mealtimes. As a result, the childminder helps children to securely develop the skills they will need for their future learning.

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who attend

The childminder effectively considers how she phrases questions or comments to support children's understanding at an appropriate level. For example, she gives clear instructions for children to follow as they get ready for the nursery pick up, so she can test whether they are developing their understanding. She supports children to develop their communication skills, as she rephrases comments children make so that they start to extend the length of the sentences they use. The childminder takes into account each child's next steps in learning when she is planning activities. She guides children to try to do things for themselves, which effectively supports their problem-solving and thinking critically, for example, how to fit or take off a lid from a container. Children develop their physical skills as the childminder plans an appropriate range of activities, such as playing in the garden, as well as using small tools, such as glue spreaders. Children develop their

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who attend

imagination as they make up games using the small world toys and do activities, such as making models with play dough. However, the childminder is not as effective in promoting children's imagination and creativity when planning craft activities. For example, the childminder usually expects children to decorate a pre-drawn shape, rather than letting them decide what to do and how to do it.

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who attend

The childminder constantly observes children as they play and notes any progress in their learning. She gives careful consideration to seeing children do something in a variety of ways, before she confirms that this is achieved. This means that when the childminder assesses children's stage of development, she is clear on where children need support in their learning and development to help them to move forward. The childminder is unafraid to share any issues or concerns with parents and carers about their child's learning and development, to ensure that they can support this together. This is something that parents and carers compliment the childminder on. The childminder develops effective partnerships with parents and carers. She gathers useful information to identify children's stage of development and any support they may need, as they start at the setting. She shares her assessments with parents and carers. Although the childminder is good at

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who attend

exchanging information with parents where there are concerns about a child, she is less consistent at exchanging information about children's next steps in learning, and encouraging parents to support learning at home.

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

The childminder effectively promotes children's emotional well-being. She is a very relaxed, calm and friendly person. The children have a lovely relationship with her and each other, and are secure and comfortable in the environment. She provides appropriate support for children when there are visitors to the house, as she explains that they will be arriving and introduces them to the children. The childminder provides effective reassurance for children if they become anxious. For example, if children accidentally spill something on the floor, she quickly reassures them and involves them in helping with the dustpan and brush, demonstrating that this is not a problem. The childminder talks children through the nappy changing routine and prepares them for other routines during the day, such as lunchtime, by explaining what is happening next. As a result, children know what to expect and are comfortable and confident in the environment. The

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

childminder knows the children really well and as a result, meets their needs. She gathers useful information about children's care needs and routines when they first start with her. She has ongoing discussions with parents and carers to ensure that she can accommodate any changes in routines. The childminder gives good consideration to preparing children for their move into other settings. She takes children to a variety of stay and play sessions, so that they get the opportunity to socialise with other children and in larger groups. She also takes children on regular outings within the community. The childminder takes children on the nursery or school pick up and introduces the children to the staff, so that they become familiar with the adults that will be caring for them. She also ensures that children have an opportunity to become familiar with the environment. Where she identifies that children may have particular difficulties in dealing with the change, she uses

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

a book of photographs of the other setting, to regularly share and discuss with the child. This helps to alleviate any fears or anxieties.

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

Children play very well together and show kindness to each other. For example, they select and share out the tools during an activity. The childminder gives praise so that children recognise good behaviour. The childminder comments positively on what children are doing, which effectively promotes their self-esteem. Such is the extent of the purposeful praise and attention, that when the childminder comments on something children have done, they show a thumbs up as self-congratulation and smile broadly. The childminder clearly and sensitively explains why certain behaviour is inappropriate, which helps children to recognise right and wrong and the impact on others. She also helps children to recognise the emotions and feelings of others when they are playing, for example, if they give non-verbal signals that they do not want to be disrupted. The childminder makes good use of the house and garden to promote children's learning and

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

development. She has set up one of the downstairs rooms as a playroom, which is inviting and attractive. Children have plenty of space to spread out in both the playroom and the lounge so that they can set up large equipment, such as construction, without disruption. A recent addition of labels and pictures on the storage cupboard assists children in self- selecting toys and resources. This, along with a photographic catalogue of what is available, means that children can extend their own play by choosing what they want at any time. The childminder gives good consideration to the range of resources within free play activities. For example, she provides objects of different sizes, scoops, spoons, different sized containers and lids and tweezers for children, where they have an interest in emptying and filling.

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

The childminder effectively supports children to understand how to stay safe. She gives simple and clear explanations of why she is asking the children to do something, for example, when tidying away some of the toys so that they do not fall over. She also gives clear and sensitive explanations to help children to understand why certain behaviour is unsafe and the impact of it. Children regularly practice the fire evacuation procedure, so that they know how to keep calm in the event of an emergency. The childminder effectively helps children to understand about a healthy lifestyle. She consistently reminds children to wash their hands at appropriate times and explains why they are doing so. She supports younger children in the routine by saying a phrase that they repeat, as they clean their hands and face. She also encourages children to use antibacterial hand gel, which gets them into the routine of using this when they are out and about. Children

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

enjoy healthy meals and snacks and have constant access to drinks to ensure that they are adequately nourished and hydrated. The childminder talks to children about the healthy foods, to promote their understanding of a healthy diet. Children have daily opportunities to enjoy fresh air and exercise, both in the garden and on regular outings. The childminder has an outdoor playroom that children can use, so that they experience the outdoors at different times of the year.

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provision

The childminder meets the safeguarding and welfare requirements of the Early Years Foundation Stage. She has recently undertaken training in child protection and as a result, is clear on the procedures she will follow if she has any concerns. She is able to describe signs of abuse and neglect. The childminder effectively ensures children's safety. For example, she has a well-established routine when they are getting ready to leave the house. She gathers the children together and safely straps the younger children into the pushchair, with older children walking alongside and holding on, before they exit the driveway. The childminder has a suitable understanding of when to notify Ofsted regarding any changes to household members, to enable appropriate checks to be undertaken. The childminder effectively promotes children's good health through her practice. For example, she minimises the risk of cross-infection when doing the nappy

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provision

The childminder has a childcare qualification at level 3. As a result, she is effective in promoting children's care, learning and development and helping children to make good progress towards the early learning goals. The childminder regularly discusses practice and ideas with other childminders. She uses this, along with an evaluation of her own practice, to identify relevant areas for improvement. The childminder is always looking at ways to improve and makes appropriate changes to benefit the children she is caring for. She trials some of the changes, where appropriate, to test if this is the best way of doing this, before she makes a final decision. As a result, changes are carefully considered and useful. The childminder evaluates any training she attends to identify if this is useful for her own practice. For example, following recent training in children's play and learning, she is extending the range of resources that children access within each activity to support

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provision

their engagement. The childminder makes effective use of guidance to monitor children's progress and uses a book of activities to ensure she is providing a broad curriculum.

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provision

The childminder shares useful information with parents and carers about her activities, outings and policies at the time of placement. As a result, parents and carers know what to expect in terms of the care for their child. The childminder provides daily feedback on what children have been doing and parents and carers comment on the usefulness and frequency of the information. The childminder is keen to work in partnership with other professionals that are supporting children, to ensure there is a consistent approach. The childminder takes a proactive approach to working in partnership with other settings that children attend. She provides a written report when the child first starts at the other setting, so that the staff have some useful information about the child and their learning and development, to help them to settle. She then has regular ongoing discussions with the child's key person, so that she can complement what the other setting is doing.

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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 205921 Local authority Derby, City of Inspection number 818036 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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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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