Childminder in Leicestershire

Inspection date

Previous inspection date 29/10/2014 13/10/2009

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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

 Children form warm bonds with the childminder. Consequently, they are happy, feel emotionally secure and have good levels of confidence.  The childminder has a good knowledge of each child's learning. She supports all children to make good individual progress through child-initiated and structured activities.  Partnerships with parents are strong. The childminder regularly communicates wit them verbally and in writing about how to support children's individual needs.  The childminder provides a safe and secure environment where children enjoy a variety of play experiences. Potential risks within the home and garden and when on outings have been minimised. Therefore, children remain safe in her care.

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It is not yet outstanding because

 The childminder does not always maximise opportunities to enable children to gain a deeper understanding and awareness of the wider world, through, for example, the range of freely accessible resources.

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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 compulsory part 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 childminder's house and talked with the childminder, her assistant and the child present at appropriate times.

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Inspection activities

 The inspector undertook a tour of the premises and the areas used for childminding, including the outdoor areas.

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Inspection activities

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

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Inspection activities

 The inspector discussed self-evaluation as a way of identifying improvement for future development of practice.

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Information about the setting

The childminder was registered in 2002 and is on the Early Years Register and the compulsory part of the Childcare Register. She lives with her husband and one adult child in Market Harborough, Leicestershire. The whole ground floor of the house and the rear garden are used for childminding. The family has a pet rabbit. The childminder attends toddler groups and activities in the local area. She visits the shops and park on a regular basis and collects children from the local schools and pre-schools. There are currently six children on roll, four of whom are in the early years age group and attend for a variety of sessions. The childminder occasionally works with an assistant. She operates all year round from 8am to 7pm, Monday to Friday, except bank holidays and family holidays.

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

 ensure that children have regular opportunities to freely explore resources that depict diversity, to deepen their understanding of the wider world.

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who attend

Children are happy to attend the childminder's home and enjoy their time with her. Initial assessments are completed on children's individual skills and capabilities, enabling the childminder to have an insight into children's learning. She uses this well to plan and tailor an environment suited to children's individual needs. As a result, children settle well. The childminder makes good use of observation to establish what children already know and can do. She uses this information to plan activities so that children benefit from a range of interesting play experiences that are adapted to their individual learning needs. Consequently, children make good progress and are acquiring the skills they need to embark on their next stage of learning, such as starting pre-school or school. The childminder keeps the parents well informed of their children's development through holding regular conversations with them. She completes the progress check for children

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who attend

between the ages of two and three years and shares this information with parents to support children's learning needs.

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who attend

The quality of teaching is good and children enjoy activities in a well-resourced play environment. The childminder provides a good balance of child-initiated and adult-led play, and children respond well to the interactions and often choose to play alongside her. This assists children's progress in their personal and social development. The childminder begins to support children to understand the world as she engages them in a matching game about where animals live. A two-year-old child correctly identifies where all the animals live and carefully fixes each picture next to its home, skilfully naming some of these. However, the childminder does not always maximise opportunities to deepen children's understanding of diversity or the wider world, for example, through the provision of resources, such as dolls or dressing-up equipment. The childminder has a good understanding of the seven areas of learning and effective teaching methods. She

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who attend

supports children's early speech and communication skills by speaking clearly and slowly. She constantly chats to them, imitates sounds and repeats what they say and do. For example, when playing with the puzzles, the childminder asked what shapes they could see, naming and repeating this when children struggle. This also supports their mathematical development. Children love books and are happy to look through these with the childminder, pointing and naming to various animals and 'finding' them when asked by the childminder who is hiding and where. They clap and laugh with glee when finding them.

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who attend

Children have many opportunities to explore mathematics and problem solve in everyday play opportunities. For example, they build and stack plastic bricks, place shapes into the desired holes and use a range of puzzles. Further to this, all children have opportunities to hear and say number during play activities. For example, a two-year-old child expertly counts the number of legs on a picture of a spider and bee. This shows children's abilities in number are emerging well. Children's learning experiences are enhanced through regular outings and visits, for example, stay and play and reading sessions. These enable the children to practise their growing skills in a larger environment and develop their social skills as they learn to mix and share with others. The childminder appropriately supports children's physical development, providing them with indoor and outdoor space and the opportunity to be active. Children have regular opportunities to play outdoors, either in the

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who attend

small rear garden or in parks and play spaces, enabling them to practise their large physical skills.

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

Children are happy and have established good relationships with the childminder. As a result, they are emotionally secure and at ease in the setting, enabling them to play and learn with confidence. They access all available space easily, demonstrating a strong sense of belonging. Strong relationships are established with parents, which contributes to children's emotional stability and ensures a smooth move from home to the setting. Children enjoy playing with the good range of resources on offer them. These are stored at their level and reflect their interests and abilities, enabling them to play independently and initiate their own ideas. Children's independence is further encouraged as children put on their own shoes and coats and wash their hands as needed. Children's behaviour is good. This is reflected in the actions that they show, for example, as they help to tidy the toys away after play and follow simple instructions when directed. Further to this, the

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

childminder discusses how she supports children in learning how to share and take turns through group games and listening to what others have to say. This ensures that children are well prepared for the move on to school.

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

The childminder helps teach children about the importance of a healthy lifestyle. For example, they enjoy daily fresh air and exercise as the childminder does not use the car and therefore walks everywhere with the children. Further to this, she talks with the children about the importance of being fit and active and of the impact a good diet can have on their young bodies. Healthy eating is encouraged and the childminder works closely with parents, who provide children's meals, to ensure that their lunch boxes promote a healthy and balanced diet. Children sit and eat together, either at the table or in the highchair, to foster their social skills. When in the home, the childminder gives clear explanations to children about how to keep safe. For example, she guides children into the garden, reminding them how to get down the step 'carefully and safely'. Further to this, children know to tidy away toys and equipment after play and all take part in practising

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

the evacuation procedure on a regular basis. As a result, children's awareness of how to stay safe develops well.

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provision

Children are kept safe because the childminder has established clear and robust risk assessments. These are regularly reviewed and monitored to ensure that all potential hazards to children within the home and garden, along with outings she takes them on, are successfully minimised. She clearly explains what to do should she have concerns regarding a child's welfare and is able to explain signs and symptoms which would alert her to any child protection issues. Documentation is in place to show how all adults within the home have been appropriately checked to further support children's safety. In addition, she has ensured that appropriate checks have been carried out to verify the suitability of her assistant. A suitable range of policies and procedures are in place, shared with parents and displayed on the wall, ensuring they are fully informed about each aspect of the service she provides. Appropriate training has been completed, such as paediatric

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provision

first aid and safeguarding, to enable the childminder to promote and support children's safety and welfare.

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provision

The childminder has a secure understanding of promoting the learning and development of children in her care. She monitors the educational programme and has flexible plans, which change as children's interests evolve. The childminder undertakes self-evaluation to review the quality of care she provides for children. She has successfully addressed any actions and recommendations raised at the previous inspection, demonstrating her good capacity to maintain ongoing improvement.

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provision

The childminder has developed strong relationships with parents and shares a folder of useful information about her setting with the parents at the initial meeting. She shares daily dialogue about what children have done, along with a daily diary to ensure that parents are informed about their child's day. She receives written feedback from parents on a regular basis, which she uses to inform change when necessary. It is clear from this information that parents are very happy with the service she provides and the progress their children make. The childminder shares what she knows about children in her care with other settings they attend to ensure that partnership working is fostered. This also aids the preparation of young children in the childminder's care, for moving on to school.

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The Childcare Register

The requirements for the compulsory 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 EY243878 Local authority Leicestershire Inspection number 819673 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 12 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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