Childminder in Leicestershire

Inspection date

Previous inspection date 03/11/2014 20/07/2009

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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 childminder knows and understands the children very well and plans play and learning experiences that embrace their individual learning and development needs. Consequently, children make good progress in their learning and development.  The childminder continually chats to children, skilfully asking clear questions as they play, which develops their language and communication skills.  Children's learning and development is enhanced by regular visits to play centres and local parks.  Children have good relationships with the childminder. She is caring and they have strong attachments with her, which promotes their emotional well-being. Consequently, the children are settled and happy in her care.

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It is not yet outstanding because

 There is scope for the childminder to extend the ways in which she shares information about the activities she provides so that parents are able to support and enhance their children's learning in their home environment.

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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 and care practices in the main playroom.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder and examined a selection of written documents.

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Inspection activities

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

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Inspection activities

 The inspector took account of the views of the parents seen on written letters and those spoken to on the day of the inspection.

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Information about the setting

The childminder was registered in 1994 and is on the Early Years Register and the compulsory and voluntary part of the Childcare Register. She lives with her husband in the village of Sileby, which is situated to the north of Leicestershire. The whole of the ground floor and the bathroom on the first floor of the childminder's house is used for childminding. There is a rear garden, which is available for outside play. She visits the library, shops, park and local toddler groups on a regular basis. There are currently nine children on roll, four of whom are in the early years age group and attend for a variety of sessions throughout the week. The childminder operates all year round from 7am to 6pm, except bank holidays and family holidays. The childminder takes and collects children to and from local schools, pre-schools and nurseries.

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

 review the way information is shared with parents, so that they are more effectively guided, for example, by suggesting activities that parents can do at home, in order to enable them to fully support and enrich their child's learning.

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who attend

Children are happy and very settled playing in the childminder's home. She knows the children very well and knows what they enjoy doing and playing with so ensures toys are readily available for them to independently choose from and to suit their individual needs. In addition, activities are organised and led by the childminder to extend children's learning. For example, children show they are interested in learning about animals and so the childminder offers them paper, glue and collage materials and they create their own hedgehog picture at the craft table. She uses this opportunity to introduce new vocabulary to children and helps them practise fine motor skills as they spread glue and use crayons. She asks the children to count features on the hedgehog and says 'How many eyes have you got?' Children think and gently touch their eyes and count. This supports children's mathematical thinking and learning. She uses this information to plan children's next steps

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who attend

in learning and to ensure that children are continually making good progress. Consequently, children are beginning to acquire the basic skills in the prime areas of learning that prepare them for the next stage in their learning. The childminder speaks to parents about what the children have been learning. However, they are not consistently encouraged to continue, support and share children's learning and development at home. This means opportunities to extend children's learning are not maximised.

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who attend

Children's language and communication skills are always promoted as the childminder continually chats with them as they play. Children find their favourite book on the shelf and they read stories together. Learning and development is enhanced by regular visits into the community. At the toddler groups they sing songs together and listen to stories read by other adults. Children make new friends, playing together and taking turns sharing a wide variety of toys and resources. They walk to the local library and read stories together. On other occasions they visit the park where they enjoy running in the wide open spaces and exercise their arms and legs as they learn to climb up the climbing wall. All of this supports their physical development. Sometimes the childminder and children catch the train to the city and visit local children's exhibitions in the museum where they learn about how people lived in the past. On other days they take a short ride

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who attend

on the bus to the town and walk around the weekly outdoor market where they learn the names of a wide range of fruit and vegetables. Another short bus ride takes them to a local farm where they have 'hands on' experience of small animals. When they return to the childminder's home they relive the experience as they play with a host of toy animals and a farm. Often they walk to the local shops choosing what they want to buy and enjoy seeing the variety of goods on the shelves. Children hand money over to pay for the goods and receive the change, just like they do when they go shopping with their parents. All of this very good practice contributes to children become confident and independent and helps prepare them for when they start school.

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

Children form appropriate bonds and emotional attachments with the childminder. The warm welcome that is extended to children and their parents each day, provides children with an easy move from home and into the childminder's care. For example the childminder sets up children's favourite toys for them in the main playroom and so they are eager to start playing as soon as they arrive. The childminder gathers information about each child's individual needs when they first start, which helps her to promote the inclusion of all children. She works closely with parents to ensure a constant exchange of information supports the needs of their children. Parents say 'She goes with a smile and comes home with a smile.' Children show confidence and are happy and settled in their surroundings. They choose where they want to play and which toys they want to play with. For example, children build a wooden track to run their trains along. Then they go to

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

the book shelf and find their favourite story about a fictional train. They settle down on the settee, turn the pages of the book and tell the story to the childminder.

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

The childminder makes sure the environment is safe for children to play. Written risk assessments are in place and updated when appropriate. These include those for the many outings the childminder takes the children on and the daily walk to the local school when she collects older children. Children become familiar with the walk home as she follows the same route and routine each time. The children walk together, usually in pairs. If the weather is dull they wear high visibility vests. Younger children are kept safe by wearing reins or riding in the pushchair. All children learn about road safety and how to cross the road at dedicated crossing places. The daily visit to school also helps the younger children become familiar with the school environment, which means they are supported in making transitions as they reach school age. In addition, younger children are invited to special assemblies in school, such as to celebrate Harvest. They see older

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

children sitting quietly together while listening to such people as teachers, or visitors in the school talking to them and this helps them understand how to behave in school. Parents comment 'She has helped us through our child's transition to playschool, Reception year and now into Year 1.' Children enjoy sessions at weekly toddler groups where they have opportunities to play with a much larger group of children. They learn to share resources, take turns in games and sing songs together.

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

The childminder offers the children a healthy diet, which includes eating a variety of fresh fruit or yogurts each day. Cereals and milk are provided for children who arrive early morning for breakfast and a variety of protein-based sandwiches are offered at lunch time. All this contributes to the children adopting a healthy lifestyle. The childminder works appropriately with families of children who have allergies and other health needs. Children are supported with such things as washing their hands. As they climb up and down stairs to the bathroom, she teaches them to do so safely. They happily go with her and are shown how to wash their hands and dry them on their own towels. Children behave very well and respond to requests from the childminder to tidy up the toys, making room to play with different toys. Parents say 'I want for my children to be safe, in a protected place where they can socialise with other children, where they are expected to behave in a

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

correct way, and this is what I get from the childminder.'

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provision

The childminder has a strong commitment to providing a good facility by providing a safe and happy homely environment. She has a wealth of experience of looking after children as she is a well-established and well regarded childminder in the area. She understands her role and responsibilities to meet the requirements of the Early Years Foundation Stage. Through observing children during everyday play, she assesses their strengths and skills and further supports them to make good progress. She knows the children very well. Information is shared daily with parents so they are kept well informed. She takes account of the parent's views, communicating through a variety of means including telephone calls, electronic mail, as well as daily face-to-face meetings. Children are effectively protected from harm as the childminder demonstrates a secure knowledge of her responsibilities with regard to safeguarding children. She has up-to-date knowledge about

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provision

all aspects of safeguarding having recently completed further training. This means she can demonstrate a good knowledge of child protection procedures and knows what to do if she has a concern about a child in her care. The childminder has written policies and procedures, which she adheres to and are reflected in her practice. Parents are invited to read these when they register their children. She has included a written policy for parents to follow should they have a complaint about her practice. Children's health and safety is also effectively maintained through her policies. For example, she has completed a paediatric first-aid course to ensure children can be treated appropriately in the event of an accident or illness. She is registered to keep electronic data safe.

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provision

The childminder knows the children very well. She knows their strengths and their weaknesses, and this is because she observes the children as they play and when they talk together. From these observations she knows what the children need to be learning next and supports them by setting up activities that she knows they will enjoy because they are tailored to their interests. She uses appropriate guidance to support her to assess children's stage of development and to ensure they are working within the expected stage of development for their age. The childminder is familiar with the requirement to undertake a progress check for those children aged between two and three years and implements these for those within the relevant age group, to inform their health review.

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provision

The childminder offers a flexible service and so children's care is often shared by other providers. For example, she takes and collects children from nurseries and playgroups. She has established links with these providers in order to ensure some continuity in children's care and learning. Progress summaries are shared and children's next steps in learning supported by both parties. The childminder is clear about working with other professionals to ensure prompt intervention if necessary, so that children's needs are met. She demonstrates a commitment to driving improvement because she has addressed the recommendations made at her last inspection, which has helped to improve aspects of her practice. In addition she has had support from the Early Years Team from the local authority. The childminder understands the purpose of self-evaluation and consults with parents informally about the quality of the setting.

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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 225202 Local authority Leicestershire Inspection number 876416 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 9

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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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