Childminder in Derby

Inspection date

Previous inspection date 22/10/2014 27/01/2009

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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 supports children well in developing effective relationships, which promotes children's emotional well-being and confidence.  The childminder identifies children's individual learning needs and interests. She uses this information to plan their next steps. Consequently, activities are relevant to children's stages of development and they make good progress.  The childminder and her assistant use good listening and questioning techniques, which help to develop children's communication and language skills.  The childminder has good knowledge of how to safeguard children in her care. Consequently, children's welfare and well-being is promoted.  Partnership with parents is effective. Parents are kept well-informed about their children's progress. Consequently, the childminder and parents work together to promote children's good outcomes.

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It is not yet outstanding because

 The childminder does not use all impromptu situations and everyday routine to help children extend their understanding of early mathematics skills.

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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 held discussions with the childminder and her assistants and spoke to children throughout the inspection.  The inspector observed activities indoors, outside and at meal times.  The inspector carried out a joint observation with the childminder.

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Inspection activities

 The inspector looked at children's assessment records, planning documentation, evidence of suitability of household members and assistants and a range of other documentation, including the safeguarding procedures.

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Information about the setting

The childminder registered in 1998 and is on the Early Years Register and the compulsory and voluntary part of the Childcare Register. She lives with her husband and adult child and children aged 15 and 17 years in Spondon, Derby. The childminder works with two assistants at her home. The whole of the ground floor is used for childminding with toilet facilities in this area. There is an enclosed garden available for outside play. The childminder provides care Monday to Friday from 7am until 6pm all year round, except for bank and family holidays. The childminder is currently minding 31 children, of whom 14 are in the early years age range. Children attend for various sessions, including before and after school. The childminder drives or walks to the local schools and pre-school to take and collect children. She attends the local toddler groups and takes children to the local library and parks. The family has a pet dog. The childminder is a member of the

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Information about the setting

Professional Association for Childcare and Early Years. She also receives support from the local authority.

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

 build on and expand the already good opportunities to promote early mathematics, such as, counting, estimating and comparing sizes, for example, using snack time and spontaneous play more efficiently to promote this area learning.

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who attend

Children are confident and happy to attend this welcoming and friendly childminder's home. The childminder works with a full time assistant and occasionally with her husband, who is also an assistant. She works closely with parents and encourages them to share relevant information about their children's interests and needs. She then uses this information and her initial observations to plan effective activities that are of interest to the children from the start. Consequently, children settle quickly into her care. The childminder continues to teach, observe and assess the children while they play. She identifies children's learning priorities and shares their next stages of learning with parents. This enables them to work together to have a shared approach and provide good support for the children. The childminder's assessment procedures are robust. As a result, she is able to identify any gaps in children's learning. In addition, this enables her to

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who attend

successfully complete the progress check for children between the age of two and three years. Consequently, all children make good progress in their learning and development from their starting points. The childminder understands well that children learn best through play. She plans a balance of adult-led and child-initiated activities that challenge and ignite children's curiosity, which encourages them to learn. As a result, children make good progress in their key areas of development, which prepares them well for their next stage of learning and school.

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who attend

Children are enthused and excited by the childminder's teaching. Her teaching about communication and language is particularly strong. The childminder is aware that in order to speak and engage in conversation children need to hear language. She talks with children continuously throughout their day, providing them with a running commentary of what they are doing. She models correct pronunciation, which enables children to be gently guided without affecting their confidence and desire to speak. The childminder listens to what children say. She shows them it is of value by getting down to their level and maintaining eye contact. Children sing with the childminder and her assistant. They recite familiar nursery rhymes and songs. This promotes their awareness of rhythm and demonstrates different ways language can be used. Throughout the playroom and garden, a wide and diverse range of posters and labels help children to become familiar with the

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who attend

concept that print carries meaning. Children can choose from a well-stocked bookcase and enjoy sitting with the assistant as she engages them well in her storytelling. The differing pitch and tone in the assistant's voice and the involvement of the children sustains their interest. They explore the illustrations and materials in the book to further understand the story. This along with children beginning to learn to write helps to develop their early literacy skills. The childminder effectively teaches children about colour and counts with them while they engage in some activities. She plans activities, such as baking to teach children about measurement and children learn about shapes in the environment. However, although children are making progress with their mathematical development, the childminder and the assistant sometimes miss teaching opportunities during impromptu situations to extend children's development in their area of learning. For

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who attend

example, while children are playing with the water and containers; they are not asked how many containers they have or how many containers of water will fill the bucket. Also at snack time, they do not count how many cups or bowls they need and the childminder does not draw their attention to different sizes. As a result, their ability to develop new mathematical skills is not fully extended.

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who attend

The childminder provides activities that promote children's thinking and exploratory skills exceptionally well. This in turn engages and motivates the children to learn and use their investigation skills and find out how things work. For example, children make dens using the dining room table and materials. They solve how and where to place the material so that the den is dark inside. This is so they can use torches. Children use the den and with support from the childminder learn how to switch the torches on and off. The childminder introduces words, such as light and dark, and children ask investigating questions, such as 'How does the torch work?' To extend this activity the childminder makes suggests as to who might live in the den. This raises children's imagination and they comment, 'The giant'. They squeal with delight as they shine the torch and laugh and shout 'Boo!' as they pop their heads out through the hole. This activity clearly demonstrates children's

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who attend

curiosity, their enjoyment in their play and their thirst to learn. Children's levels of engagement are very good, as they concentrate as they collect containers outside. They use the mud kitchen and gather pots and pans to enhance their own learning. They are developing their physical skills well as they learn to climb and balance. Children use sit and ride toys effectively. To enhance this area of learning the childminder regularly takes the children to the park to use larger equipment. Consequently, children are independent learners, while being confident to ask for help when they require it. Children develop their small muscle skills as they use different tools, such as, paintbrushes, crayons and rolling pins. They further use toys, such as construction and train tracks, where they pick up small pieces and fit them together showing good control and coordination. The wide range of learning and play activities, together with the childminder's and assistants teaching and

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who attend

support, means that children are well-prepared for school.

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

The childminder and her assistants are caring, supportive and actively promote children's emotional well-being. Children are warmly welcomed into this family home. Even the youngest children settle quickly and easily, smiling as they cuddle into the childminder for reassurance when the inspector arrives. The childminder and her assistant display warmth and kindness towards children, and as a result, they share close bonds. Children are happy and animated and display good levels of emotional well-being. They approach the childminder confidently, showing that they feel secure in her presence. The childminder adapts flexibly to each child's emotional needs, allowing them to be busy and engaged, but also ensuring times for quieter activity and rest. The childminder has a good settling-in procedure. Children make short initial visits to her home until they feel confident and secure enough to stay for longer sessions. During this time, the childminder gathers

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

information regarding children's interests and care needs. She uses this information to plan routines and activities that are familiar to children. Good communication with parents continues with daily verbal sharing of information. This effective partnership with parents means that children's care and welfare is promoted. The childminder has clear expectations with regard to children's behaviour. There are house rules that are discussed so that children understand the need to respect the feelings of others. The childminder reminds children of the need to share and be kind towards each other, as needed. They have the opportunity to explore and investigate freely in a range of areas with a good range of activities and toys. The childminder and her assistant teach children to develop good social skills and manage their behaviour skilfully. As a result, children share toys and are well-behaved in a calm and orderly environment.

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

The childminder provides enriching resources that stimulate children and ensure their learning is fun. The childminder makes the main play areas welcoming and interesting for children. She promotes children's sense of belonging and self-esteem well. Each child has a peg and area to store their belongings and the childminder displays photographs of children taking part in activities, to provide a good sense of belonging. Children look after their environment as they tidy away their toys before sitting down for a snack. Children are confident with the childminder and assistant and around the home. The adults praise children for their efforts and achievements. This is helping to build their self-esteem. The childminder uses practical situations to teach children about safety and taking risks. The childminder uses everyday situations to promote children's awareness of keeping themselves safe. For example, she asks them to stop and think as they start to climb up

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

the slide at the park. Children then go around to the steps explaining it is safer to hold the rail and all go the same way. Children learn about road safety on outings and older children learn about the danger of strangers. Children learn about healthy eating and the importance of exercise and fresh air. The childminder takes children on nature walks to enjoy the benefits of outdoors. She also provides healthy snacks and meals and discusses with children the importance of fuelling their bodies to be healthy. Children are able to help themselves to fresh drinking water throughout the day. Children enjoy a good range of home-cooked foods and nutritional snacks so they understand about healthy eating. The childminder teaches children about the importance of hygiene practices as she reminds them to use tissues and to wash their hands before eating. Children understand that germs can make them poorly and willingly

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

participate in these routines. Meal times, such as snack time are a sociable time, where children sit and enjoy their food and drink. The childminder promotes exercise as the children use the garden and walk to collect children from school daily and use the local park regularly. The childminder has established good relationships with local schools and pre-schools. She builds children's confidence and independence in preparation for their next provision. She also provides opportunities for children to develop the skills in language and literacy that will support them in school and pre-school. The childminder provides good support for children's well-being preparing them well for their move to school. Children visit the school they are to attend and the childminder reads stories about starting to school. As a result, children are emotionally well-prepared for future learning. She also passes on information to the teachers so that the continuity of care and learning

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provision

The childminder and her assistants have a depth of knowledge and understanding about safeguarding and welfare requirements and meet them successfully. This enables them to be alert and aware of, the signs and symptoms which might cause her concern about children's welfare. The childminder maintains all the required documentation that helps support children's safety and welfare. She follows highly detailed policies and procedures, which shape her good practice. She undertakes relevant, frequent training to enhance her knowledge and skills and maintain her up-to-date understanding of child protection issues. The childminder ensures the suitability of her assistants and the members of her household, by completing the Disclosure and Barring Service checks. She completes regular comprehensive risk assessments of the areas where children play and maintains a record of the evacuation practise she undertakes with children to ensure all are aware of

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provision

this. The childminder understands how to use her mobile phone for children's benefit, such as in an emergency. She also operates safe procedures for the use of information and communication technology to minimise any likely risk to children. As a result, children feel, and are, safe in her care. The childminder ensures that she and both her assistants have current paediatric first-aid certificates and they all know how to effectively administer first aid in an emergency.

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provision

The childminder undertakes opportunities to extend and refresh her knowledge through specific training, such as, food hygiene, safeguarding and understanding the characteristics of learning. She uses her knowledge with good effect, implementing changes and adapting her working to incorporate new ideas. The childminder regularly carries out supervisions for her assistants, which includes appraisals to help to identify areas of practice for development. In addition, the childminder and assistant meet regularly to discuss and monitor children's progress and ensure children's next steps are achieved. As a result, the childminder and her assistants are aware of the children's individual learning needs and how to best support their learning. The childminder has good self-evaluation processes in place. She effectively evaluates her service and the educational programme that she plans for children. She makes good use of her

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provision

assessments to identify whether children are enjoying and achieving. The childminder actively seeks the views of children, parents and other providers, such as the local schools when planning activities and ensuring ongoing development of her service.

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provision

The childminder works effectively in partnership with parents and actively engages them in their children's learning and development. This ensures a consistent approach to meeting their learning and care needs. The childminder has good links with other childminders and welcomes the feedback from her development worker. Parents comment positively on the progress their children make, particularly in their communication and language skills and confidence. The childminder uses good two-way communication with parents to exchange information about children's care and achievements. This means that both parties are able to support children effectively. The childminder has local authority links and works with other childminders to improve her provision. As a result, she offers a good service, which benefits children. This ensures children receive the support they need through appropriate interventions. As a result, they make good progress in most areas of

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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 206046 Local authority Derby, City of Inspection number 871123 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 31

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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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