Childminder in Derbyshire

Inspection date

Previous inspection date 04/11/2014 15/11/2011

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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 understands how children learn. She supports all children with effective teaching, to make good progress through child-initiated and structured activities, which promote independence and engage children in purposeful play.  Children build secure attachments with the childminder. This ensures that they are settled and happy in the provision.  The childminder promotes children's self-esteem and confidence through her consistent use of praise and encouragement.  The childminder has a good understanding of her role and responsibility in regard to safeguarding children. Policies and procedures are written and shared with parents, promoting consistency.

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It is not yet outstanding because

 The childminder does not fully encourage parents to contribute what they know about their child's ongoing abilities and interests, or offer ideas about activities parents can use to help support their child's learning at home.  The childminder provides limited opportunities for young children to develop their senses through tactile and natural materials.

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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 premises used for childminding.  The inspector observed the children during play and at snack time.

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Inspection activities

 The inspector looked at a range of documentation including parent's written comments, policies and procedures and the observation and assessment process.  The inspector carried out a joint observation with the childminder.

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Inspection activities

 The inspector checked the childminder's training record, evidence of current qualifications and evidence of suitability for household members.

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Information about the setting

The childminder was registered in 2003 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and their two children in Chapel en le Frith, Derbyshire. The whole of the ground floor, the first floor bathroom and rear garden are used for childminding. The family have a cat and two dogs as pets. The childminder attends a childminding group and activities in the locality. She visits the shops and park on a regular basis. She collects children from the local school and nursery. There are currently four children on roll, three of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 7am to 6pm, 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:

 strengthen the partnerships with parents by promoting the sharing of regular ongoing two-way observations of learning, and ideas about activities and use this shared knowledge and understanding to plan together so that children make the very best progress

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

 increase opportunities for children to play with natural and tactile resources, such as, a treasure basket.

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who attend

Children are supported well in their learning and development, as the childminder is sensitive to their needs and interests. She understands how children learn through play and offers a good range of activities that supports their increasing development. As a result, teaching is good and children are happy and settled in her care. The childminder gathers good information from parents when children first attend her home, so that she is familiar with the children's capabilities, interests and routines. She uses this information efficiently, alongside her own observations, to complete children's starting points. This enables her to plan learning experiences for children in line with their initial starting points and interests. The childminder undertakes written observations, which include their next steps in learning and development, to identify what children are able to do and what their next steps in learning will be. The childminder tracks children's progress across the areas

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who attend

of learning to ensure they continue to make optimum progress. Written information regarding their next steps in learning is exchanged effectively with parents through termly summaries. These form the child's learning journey. However, the childminder does not always enhance this by including suggested activities parents could do at home with their child to link in with their next steps. In addition, the childminder does not always encourage parents to share what they know about their child's emerging interests and achievements at home, to ensure that children's learning continues to be consolidated and extended.

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who attend

Children are cared for in a welcoming home where resources are organised well to meet their needs. Children happily make choices about their play. The childminder effectively supports them, sitting with them as they play with floor toys, such as, the activity centre, musical toys and the home corner. As a result, children enjoy the positive interaction and individual attention, which helps to promote their personal, social and emotional development. Children develop their physical skills through a range of equipment, such as, a slide and sit and ride toys. The childminder makes good use of the outdoors and children enjoy visits to the local park, woods and nature trails. This helps to broaden children's learning experiences and widens their awareness of the world around them. Children also enjoy meeting other children at the local childminding group. The childminder completes the progress check for children between the ages of two and three

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who attend

The childminder's teaching promotes children's language and communication skills effectively by using commentary, explanation and repeating mispronounced words, such as, 'banana', placing the emphasis on the initial sound. This all helps to develop children's understanding of language and new concepts. The childminder reads to children and they enjoy cosy story times together, as they sit on her knee and share a variety of books. Children respond to her questions and identify animals and characters on the page. The childminder promotes mathematical knowledge through counting activities and shape recognition. For example, they enjoy a sticking activity and make a caterpillar and count the circles. Young children then stick spots on them, concentrating carefully and persevering as they peel them off the sheet and put them onto the larger circles of the caterpillar. In this way they demonstrate the characteristics of effective learning. The

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who attend

childminder cares for a number of children who attend local nursery and school. She has developed a good relationship with the staff and passes on messages to parents. A three- way notebook supports children whose care is shared between the childminder, school nursery and parents. This supports verbal discussions and enables them to effectively share pertinent information to ensure that they work together to meet the children's individual needs. Children are also acquiring the skills, attitudes and dispositions they require for their next stages of learning, through the childminder's sensitive, caring guidance and approach.

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

The childminder makes the children's transition into her care smooth because she takes great interest in their personal likes and dislikes. Consequently, children are happy and content because of the effective settling-in arrangements, which ensures their individual needs are met. For example, information is obtained from parents about children's routines, interests and comforting techniques to enable the childminder to offer a consistent approach, which supports their well-being. The use of a daily diary with younger children ensures information relating to their day is exchanged and their needs continue to be met. The childminder provides a calm environment and displays genuine concern and affection for them. Good, warm and caring relationships between the childminder and children are evident. Children are valued and the childminder helps them to feel good about themselves by frequently providing positive support, praise and

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

encouragement, while managing their behaviour well. The childminder ensures that children understand the need to share and how being kind to each other prevents them from being hurt or upset. For example, by enforcing the 'house rules' with older children and using simple explanations with younger children.

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

The childminder is a good role model, who puts children's needs and interests first, and is approachable and friendly. Children's behaviour is good and their actions show they are aware of the setting's rules and behaviour boundaries. For example, children know to take their shoes off when they come indoors, and on my arrival show me where to put mine. The childminder gently reminds them to be careful with the baby. The childminder promotes positive behaviour through her calm and consistent approach. She regularly praises children for their good efforts and achievements, which effectively boosts their confidence and self-esteem. They take pleasure in showing the inspector their own low- level coat pegs and name cards in the entrance hall. This gives them a sense of belonging. They know that they are expected to sit at the table for snacks and older children are encouraged to help by getting the grapes out of the fridge. This encourages their

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

independence. The childminder provides age appropriate cups and beakers for ease of use and to further develop independence. Good hygiene procedures mean that children learn from an early age the importance of hand washing before eating and after going to the toilet. Children have their own coloured hand towels and face clothes and proudly show their own and tell the inspector theirs are 'orange'.

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

The childminder is committed to keeping children safe. The home is safe and secure and toys and resources are checked and cleaned regularly to ensure they do not pose a risk to children's health or safety. Fire drills are practised regularly and records kept, enabling the childminder to ensure all children are given the opportunity to take part. The childminder operates a healthy-eating policy and provides nutritious home-cooked lunches, a choice of fresh fruit and other healthy snacks. Therefore, children are well nourished and are learning how to make healthy choices. Children learn about the wider world through discussion and activities and resources, such as books and small figures. This is further enhanced through topics, such as, an All about me form. They spend time in the local community and celebrate various cultural festivals, which help children to gain awareness of diversity. Children's individual needs are respected and all children have equal

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

opportunities to use the resources and activities provided. Children engage in a wide range of physical activities, including visiting the playgrounds in the local park to further develop their physical skills. The childminder allows children to develop their physical skills and take risks as she provides support and encouragement. For example, older babies are encouraged to stand with the settee for support, the childminder remaining close by. Children go on regular outings into the countryside and visit farms and play centres. Children benefit daily from fresh air and exercise as they walk to school and nursery or visit the local amenities. This helps to develop confidence, independence and social skills outside of the childminder's home and therefore helps them prepare for the next stage in their learning.

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provision

The childminder has a good level of awareness of her responsibilities to meet the requirements of the Early Years Foundation Stage. Children are kept safe, as the childminder is aware of the procedure she must follow if she has any concerns about a child. For example, through attendance at training she is confident in her ability to recognise the possible indicators of abuse or neglect and knows the correct procedure to follow to keep children safe. This is supported by an up-to-date safeguarding policy. The childminder holds a current paediatric first-aid certificate. She has the knowledge and skills required to effectively administer first aid. She takes a first aid kit on outings to ensure children's accidents can be treated if the need arises. The childminder has a good awareness of how to promote children's safety and carries out both visual and written risk assessments to ensure children can play and explore confidently in a safe and suitable

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provision

environment. For example, the main entrance doors are kept locked and the garden is secure. The childminder keeps her pets in the utility room whilst childminding to further ensure children's safety.

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provision

A good range of policies, procedures and records, which underpin the children's care, are in place. Policies are well written and informative. These are shared with parents on admission, so that they understand how the setting operates. The childminder demonstrates a well-organised approach to her role and each child has a range of individual folders. For example, a daily diary, learning journey, art folder, photo album and contract folder are all kept up to date. This ensures that each individual child's records are easily accessible and that systems for tracking and monitoring children's progress are effective. These are shared with parents termly. Parents have begun to add their comments onto the termly summaries. The childminder demonstrates a good understanding of the learning and development requirements, planning a range of activities that support all areas of learning. She encourages this through a variety of

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provision

enjoyable activities within her home and in the local community. However, there is room to further enhance this by providing more tactile and sensory activities, such as, a treasure basket for babies and heuristic play for older children.

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provision

The childminder also demonstrates commitment to continually improving her provision and ensuring that it meets the needs of the children and their families. She clearly identifies her strengths and areas to improve. She demonstrates a clear awareness about this process being ongoing and the need to ensure that her knowledge of childcare is kept up to date. For example, she confidently discusses the recent changes in the welfare requirements relating to first-aid. The childminder regularly reviews her practice through self-evaluation and parents' views are obtained by the use of questionnaires. The childminder has acted on the recommendations raised at the last inspection, for example, by expanding her observations and assessment system. The childminder has also developed the self-evaluation of her setting. This clearly identifies her priorities for improvement, for example, by developing the garden to provide a proper area for

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provision

gardening projects. Positive feedback from parents demonstrate their high regard for the childminder and the service she offers, with comments, such as, ' Extremely happy' 'You are an excellent childminder, but now a friend and a star in our eyes.' Children and their families clearly benefit from the friendly relationships that exist between the childminder and parents. The childminder has developed good links with the local school and nursery, which enables the childminder to meet children's individual needs and maximise their learning.

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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 EY258613 Local authority Derbyshire Inspection number 860478 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

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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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