Harris, Natalie Louise

Inspection date

Previous inspection date 30/10/2014 20/07/2010

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early years provision

This inspection: 2 Previous inspection: 3 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder works in partnership with parents to support children to settle. As a result, children quickly form secure attachments and grow in confidence.  Children are safeguarded because the childminder has a good understanding of child protection issues and implements clear procedures to protect children.  The quality of teaching is good. The childminder understands how children learn through play and interaction. She covers all the seven areas of learning and development. As a result, children are making good progress.  Children make good progress and are well prepared for school because the childminder effectively uses observations and her knowledge of how children learn, to plan their next steps in learning.

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It is not yet outstanding because

 There is potential to enhance the opportunities for children to further develop their understanding of technology.

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Information about this inspection

Inspections of registered early years provision are:  scheduled at least once in every inspection cycle – the current cycle ends on 31 July

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage or where assessment of the provision identifies a need for early inspection  prioritised where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector toured the areas of the premises used for childminding.

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Inspection activities

 The inspector observed practice and interaction between the childminder and children during play.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector checked the childminder's qualifications and evidence of her suitability.

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Inspection activities

 The inspector took account of the views of parents, as recorded in written reference letters and thank you cards.

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Information about the setting

The childminder was registered in 2010 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives in Collingham near Newark, Nottinghamshire with her husband and three children aged 10, seven and two years. The house is accessed via a small step up to the front door. Minded children use the ground floor of the house, with access to toilets and hand washing facilities on this level. There is an enclosed rear garden for outdoor play. The family has a dog, three cats and two guinea pigs as pets. The childminder collects children from the local schools and pre-schools. There are currently 12 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 5.30pm, Monday to Friday, except 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:

 enhance children's opportunities to explore and operate information and communication technology equipment in activities and experiences, to extend their curiosity and awareness of technology.

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who attend

The childminder has a thorough knowledge of children's learning and development and understands how to promote this through play. Settling-in sessions before children first start enable the childminder to become familiar with children's individual needs and preferences. Through discussion with parents, the childminder is able to ensure that children are well supported when they start. She obtains information about children's starting points from parents. This means that she can accurately assess their skills and can continue to build on their learning. She plans a wide range of interesting activities that incorporate the seven areas of learning, taking into account children's interests and individual learning needs. For example, she plans creative activities that support children's development in the area of expressive arts and design. Children have good opportunities to participate in a wide range of activities and experiences to help their learning. She

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who attend

provides them with good levels of support to ensure they make effective progress across all the areas of their learning and development. She uses suitable guidance documents to observe and effectively plan for children's learning needs. This ensures that children gain a good range of skills to support their future learning needs, for example, when they move on to school.

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who attend

The childminder creates a spacious and welcoming environment. Children who attend the setting are excited to learn and enjoy their time with the childminder. This is because she ensures that activities are stimulating and of interest to the children. Children choose independently from a broad range of resources, which means that they develop the ability to lead their own play. Children's communication and language development is promoted well as the childminder talks to them about what they have been doing. She promotes children's vocabulary development by asking open-ended questions and introduces new vocabulary to develop their communication skills. Children talk confidently to their peers and the childminder as they share and take turns completing a puzzle. Children's understanding of mathematics is enhanced through counting in everyday situations, such as playing number jigsaw puzzles and counting how many cups they will need for the dolls

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who attend

Partnerships with parents are well promoted because the childminder actively encourages them to be involved in their child's learning. Children's ongoing progress and development are effectively shared verbally with parents on a daily basis. The childminder is fully aware of the requirement to complete the progress check for children aged between two and three years, and to provide parents with a written summary of their progress against the prime areas of learning. Parents are complimentary about the childminder and the service she offers. The children access a well-resourced garden in which the childminder provides a range of activities to develop their enjoyment outdoors. They use a variety of resources, such as a trampoline, balls and push-along toys, which successfully encourage their physical development. Planning systems ensure children take part in a range of activities that cover the seven areas of learning. However, there is scope to enhance the learning

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who attend

environment by making more information and communication technology available to extend their learning and ignite their curiosity about how things work.

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

Children are happy and confident learners who demonstrate that they enjoy their time with the childminder. They are well supported to feel secure in the childminder's company as they benefit from the close bonds which they have with her. The childminder is a warm and approachable person who is attentive to the needs of the children, who are well supported to express their feelings and seek comfort and reassurance from her. This supports the well-being of the children. Flexible settling-in procedures mean that children are emotionally well supported during the transition into the setting, and the childminder gathers good information from parents about their child to ensure their needs are well met. The childminder is polite and respectful to the children, who are encouraged to use good manners as they learn to respect each other's differences. The childminder uses consistent strategies to manage behaviour in the setting. She skilfully celebrates

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

achievements throughout the day, offering positive praise and encouragement, which supports the children as they develop good self-esteem. The childminder is clear and consistent about her expectations of behaviour, and as a result of this, behaviour is good and children learn how to play cooperatively together.

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

The children have opportunities to be healthy as they can access outdoors and fresh air every day. The childminder provides them with healthy snacks. The childminder helps children to become aware of good hygiene practices by washing hands before meals and after using the toilet. All children are made fully aware of the procedure to follow in the event of an emergency, and fire drills take place regularly. Children learn about the importance of road safety, looking and listening for cars on the road before they cross, as they walk around the local community. As a result, they develop an understanding of how to keep themselves safe. The childminder has a good system of risk assessment for all areas of the home and for outings, which she reviews regularly.

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

Children can easily access a good variety of toys, which the childminder uses effectively to support most areas of learning. She organises her home so that, overall, resources are accessible to children to help themselves to help develop their independence. The childminder makes good use of her local community facilities to widen children's experiences. She often takes children on outings, such as to local toddler group, the park and the shops. This provides them with a good range of play opportunities. In addition, this supports children well in becoming confident away from their main care setting and effectively encourages their socialisation skills. The childminder has good links with the local pre-school and communicates regularly with them if children have shared placements, which helps to support moves between home, childminder and pre-school, promoting consistency of care.

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provision

The welfare of the children is well supported as the childminder has a good understanding of her responsibilities of the safeguarding and welfare requirements. She has attended safeguarding training and subsequently, she has a good understanding of how to keep children safe from harm. The childminder is clear on child protection procedures and who to report to if she has any concerns about the children in her care. All people who live in the childminder's home have been subject to relevant Disclosure and Barring Service checks. These measures help to ensure the children are kept safe. Risk assessments of the premises, outings and resources are implemented effectively and robust policies and procedures are in place, which help to support the children's well-being.

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provision

The childminder demonstrates a secure knowledge of the learning and development requirements and how children learn, although at present she is in the process of reviewing her systems to plan and assess children's learning and development. She ensures that educational programmes cover all seven areas of learning and development. The childminder gathers good information from parents when children first start. Parents are well informed about their children's care and learning. They receive daily feedback through verbal communication, as well as through the sharing of children's development records. Parents are actively encouraged to share their views and suggestions, in order to help inform the service. The childminder has developed links with the other early years settings children attend. This ensures that a shared approach is promoted to children's ongoing learning and supports all children to make the best possible progress.

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provision

The childminder holds a current paediatric first-aid certificate, which supports her understanding of dealing with minor injuries. Additionally, accident and attendance registers are maintained to keep children safe and promote their well-being. The childminder has addressed the areas requiring improvement identified at the last inspection. She reflects on her practice and uses self-evaluation to identify areas for improvement. She has planned a programme of professional development, making use of available training courses and online training to enhance her provision and improve outcomes for children. To enhance her practice, the childminder meets with other local childminders. Together they share good practice.

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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 EY403804 Local authority Nottinghamshire Inspection number 879481 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 12

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Telephone number

set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises, which are usually the childminder’s own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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