Childminder in Derbyshire

Inspection date

Previous inspection date 22/10/2014 09/02/2009

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early years provision

This inspection: 2 Previous inspection: 2 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 provides learning in a fun and exciting way that supports all children to make good progress in all areas of learning and development.  The childminder has a secure knowledge of safeguarding and child protection practice. Therefore, children are kept safe from harm.  Children have strong emotional attachments to the childminder and their peers. This is because the childminder fully nurtures their positive interactions. As a result, children are confident, self-assured and well prepared emotionally for changes in their lives.  The childminder shows good commitment to self-evaluation and developing her practice. She regularly attends training to better support children's care and learning.  The childminder has good relationships with parents and the local nursery, she exchanges information to support children's moves between the settings. As a result, children settle well and are keen to learn.

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It is not yet outstanding because

 The childminder sometimes misses opportunities to extend children's learning further through questioning. This means that on occasions their thoughts and ideas are not fully explored.  The organisation of books does not make it easy for children to distinguish which books are reading books and which are research books. In addition, children cannot see books openly on display.

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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 asked the childminder questions about her practice at appropriate times throughout the inspection.  The inspector conducted a joint observation with the childminder.

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Inspection activities

 The inspector took account of the views of parents' written testimonials provided by the childminder.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder and other adults living in the home, and the childminder's self-evaluation form.

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Inspection activities

 The inspector looked at children's learning journals, assessment records and planning documentation.

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Information about the setting

The childminder was registered in 2005 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three children in a house in Staveley, Derbyshire. The whole of the ground floor, bathroom on the first floor and the rear garden are used for childminding. The childminder takes children to a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis and collects children from the local schools and pre-schools. There are currently five children on roll. Of these, three are in the early years age group and attend 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:

 extend children's learning further by using skilful questioning to help them to develop their own thoughts and ideas in more detail, for example, when selecting healthy food stickers from a range of stickers available

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

 review the organisation of children's books so that they can make independent choices and they can see which books are available to them.

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who attend

Children make good progress in their learning and development. The childminder gets to know the children very well from the start. She encourages parents to bring children for settling-in visits and also arranges to see children in their own home. Children's details are obtained in partnership with parents through an 'All about me' form. This provides the childminder with knowledge of children's care routines and interests. She then observes, assesses and plans for children's next steps. As a result, she is able to provide children with activities that support their current level of development and care needs. The quality of teaching is good. Children learn through planned activities that are fun and engage the children in developing their knowledge in all seven areas of learning. For example, they are encouraged to write their names on their creative art work. They wait patiently for their turn and count confidently as they sing action songs together using every day

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who attend

kitchen utensils that bring the songs to life. The childminder promotes children's language well. She sensitively repeats and corrects words that children find difficult. Consequently, children are learning skills that will support their next stage of learning, which for some is nursery. The childminder works with parents to support and develop children's progress. They meet regularly to share ideas and information about children's next steps. Together they work on consistent approaches at home and in the childminder's care and this joined up way of working support children to thrive. The childminder plays alongside children promoting their personal, social and emotional development. She gives a good running commentary about the adult-led activities she provides. For example, when providing children with a new activity she explains what it is and what resources are available to them. On occasion, the childminder overlooks opportunities to extend children's learning

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who attend

further because she does not always use skilful questioning to help them develop their own thoughts and ideas. For example, she does not encourage them to make comparisons between healthy and unhealthy choices when selecting stickers for their food plate pictures. Nevertheless, children still make good progress towards their early learning goals. She offers to assist children who find task difficult by caringly showing them how achieve their aim. Consequently, children are willing to have a go and keep trying when they find things challenging.

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who attend

The childminder skilfully adapts activities to meet individual children's abilities. For example, children that count well are encouraged to count in twos or to place items into sets. Other children are provided with lots of repetition through different activity opportunities. As a result, all children experience a sense of achievement and self-worth. The childminder carries out the progress check for children between the ages of two-and- three years and this information is shared with parents and passed on to other professionals. In addition, parents comment on their children's learning and development at home and this information is used to update children's current interest and support the childminder's planning.

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

Children play in a comfortable homely environment. Most toys and resources are well stored and boxes are labelled with pictures and words, which help children to confidently self-select what they want to play with. Children enjoy daily story time and they excitedly run to the cupboard where they know the books are stored. However, the organisation of the books limits children's ability to make self-selection. The books are out of sight and mixed together with research books for older children. This means that children cannot easily find books that are suitable and makes their independent choice more difficult. There is plenty of space available for children to play and create their own pretend environments. For example, children role-play at being very busy doctors, they competently make their way through the living rooms and tell the childminder they are leaving. They go into the hallway and sit on the bottom stair to rest. The childminder

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

engages fully in their imaginative play, waving the doctors off, thanking them for their services and calling for them in emergencies. The children are confident as they explain how busy they have been when they return home from work. As a result, children are motivated and engrossed in their make belief play and develop confidence to speak in small groups.

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

Children behave well and cooperate with each other extremely well during their play. They praise each other for doing well and celebrate in each other's achievements. For example, they clap and reward each other efforts vocally with comments, such as 'that's fantastic' and 'well done'. They show a very strong bond with their peers which is influenced by the childminder's caring and supportive attitude. Children are reminded of being polite, sharing and taking turns and praised regularly throughout the day. This boosts their self- esteem and confidence. Therefore, their personal, social and emotional development is extended very well. In addition, the childminder takes children to play groups where they further develop their social skills, interacting with their friends and learning about the world around them. As a result, children are well prepared emotionally for the next stage in their learning.

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

The childminder promotes a healthy lifestyle. Children play outside in the garden regularly and have access to a wide range of equipment to support their physical development. For example, they use a small trampoline where they take safe risks by holding onto the safety bar, as well as, competently using the sit and ride toys. As a result, children use large muscles which help to develop balance and coordination skills. Children eat a healthy diet and toddlers feed themselves snacks that promote self-help skills. For example, they are given finger foods such as small boxes of dried fruit to open and eat independently. Parents are asked for regular updates regarding children's changing needs and this ensures that the childminder is fully aware of individual children's next stages. This good two-way flow of information assists the childminder to plan activities that meet the learning and care needs of all the children.

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provision

The childminder understands her responsibilities in meeting the welfare requirements of the Early Years Foundation Stage. She has completed relevant safeguarding training and maintains good written policies, which are shared with parents. She has a good knowledge of child protection procedures and is aware of what to do if she has any concerns about a child's care or welfare. She holds a current paediatric first-aid qualification and records all accidents and any medication administered to children. She carries out regular fire drills and risk assessments for the premises, trips and outings. All the adult members of the household have been vetted accordingly. This demonstrates that the childminder has a good understanding of how to keep children safe within her care.

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provision

The childminder shows a very good commitment to regular training and development courses. This means that she is well aware of how children learn and how to monitor their progress. She has recently introduced learning journals with children's achievements across all seven areas of learning. These are proving to be very successful with parents and they regularly include comments from home that reinforce the childminder's assessments. She is now moving to this system for all of her early year's children. Children who also attend nursery, develop their own 'All about me' journals and update them with their changing likes and dislikes. As a result, the childminder can share this information with parents as well as using it to shape and monitor her planned activities for them. Consequently, children are motivated and interested in the activities provided. The childminder uses self-evaluation effectively. She provides children and parents with an

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provision

annual questionnaire. This helps her to establish what she does well and areas for improvement. She reflects on her practice daily and since her last inspection she has introduced a procedure of gaining written permission for the administration of all medication. As well as, carrying out risk assessments for all outings and having signed parental permission to seek emergency medical advice or treatment. This means that she is committed to continually improve and develop her setting and promote children's welfare.

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provision

The childminder has good relationships with parents as she exchanges daily verbal information when children are dropped off and collected. In addition, she uses a written daily diary to aid communication. She works well with the local nursery and exchanges information on children's individual needs when she collects them. For example, she regularly finds out the planned activities and uses this information to develop her own planning. This means that children's learning is consistently reinforced. She works with the local authority childminding support officer as well as other childminder's in the area. This results in a good exchange of information between all carers.

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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 EY311509 Local authority Derbyshire Inspection number 873123 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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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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