Childminder in Derby

Inspection date

Previous inspection date 04/11/2014 13/05/2011

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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 fulfils her responsibilities in meeting the safeguarding requirements. Potential risks to children are minimised through effective safeguarding and risk assessment procedures.  The childminder identifies children's individual learning needs and interests and uses this information to plan their next steps in learning. Consequently, activities are relevant to children's stages of development and they make good progress.  Children make strong attachments with the childminder because she is caring, kind and friendly. This helps children feel safe and secure and supports their personal, social and emotional development well.  The childminder has good knowledge of the strengths of her provision and has identified ways to improve the service she provides. This benefits all children.  The childminder builds positive relationships with parents and shares information to support children's development and learning at home.

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It is not yet outstanding because

 Children are not always able to explore their own ideas and experiment with materials freely when they take part in art and craft focused activities. This is because the childminder is sometimes over directive in her teaching.

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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 spoke to children throughout the inspection.  The inspector observed activities indoors, outside and at snack time.  The inspector carried out a joint observation with the childminder.

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Inspection activities

 The inspector sampled relevant documentation, including policies, procedures, the childminder's qualifications and her suitability, as well as her self-evaluation documents.

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Information about the setting

The childminder was registered in 2004 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three children in Chellaston, Derby. The whole of the ground floor in the childminder's house is used for childminding and there is an enclosed garden available for outside play. The family has two pet cats. The childminder provides care from Monday to Friday, 6.30am until 5.30pm, all year round, except for the week between Christmas and New Year, bank and family holidays. There are currently 10 children on roll; of whom, six are in the early years age range. The chidminder receives funding for two-year-old children. The children attend for various sessions. The childminder 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 childminder holds a childcare qualification at level 3.

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Information about the setting

She is a member of the Professional Association for Childcare and Early Years and the Derby City Childminding Network. 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:

 encourage children to investigate the materials provided in focused art and craft activities by being less directive in teaching methods, so that they can develop their creativity to express their own ideas freely.

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who attend

Children are well motivated to learn in this very welcoming and child-friendly home. The childminder is enthusiastic and committed to her role, and clearly enjoys working with the children and their families. Parents are actively encouraged to be involved in their children's learning from the start. The childminder gathers relevant information from parents about their children's preferences, characteristics and capabilities. She uses this information effectively to establish children's starting points and plan activities that are of interest to the children. As a result, children settle quickly in her care. Parents share their children's achievements at home with the childminder, meaning there is good two-way communication between both parties. The childminder continues to teach, observe and assess the children regularly while they play. She analyses her findings and uses the information to identify children's next steps in their learning and to inform her future

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who attend

planning. As a result, she can provide opportunities that are challenging for the children and meet their individual needs. The childminder's assessment procedures are well embedded into practice, meaning she can identify any gaps in children's learning and successfully implement the progress check for children between the ages of two and three years. As a result, she can identify when early intervention is needed so that children receive the support to meet their learning needs. Consequently, children are making good progress given their starting points.

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who attend

The childminder's teaching is good most of the time and she understands that children learn best through play. She engages the children well in the activities provided and follows their lead as they freely move from the inside environment to outside. She fosters communication and language skills well and extends children's learning through constantly talking to the children and inviting them to part take in purposeful conversations. She sensitively repeats words for younger children so that they can hear the correct pronunciation, which helps to develop their speaking skills. Children have good levels of self-esteem because the childminder listens to, and values, their contributions. Children are confident and eager learners and enjoy playing with the wide range of toys and resources available for them to use. The childminder offers children choices to support their independence and resources are always easily accessible. This means that children

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who attend

are able to combine the resources in different ways to extend their own learning. The childminder is sensitive towards children's needs and supports children's learning during their self-selected play. As a result, children become absorbed in their activities and begin to develop good concentration skills. For example, they play with the dolls and wrap them up in blankets and put them in pushchairs. They tell the childminder that 'baby is sleeping' and push the dolls around the house and garden, showing good imagination skills. However, in contrast, when the childminder provides focused art and craft activities, she has a tendency to over direct the children and often tells them where to place the paint, glitter and cut out sticks to create their bonfire picture. As a result, children do not always use or explore the materials to express their own thoughts and ideas. Children have many opportunities to develop their small muscle and handling skills effectively, by using a

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who attend

selection of tools, such as chalks, paint brushes and tweezers.

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who attend

The childminder provides a wide range of motivating play activities that effectively encourage children's participation. For example, she sees children learn through their exploration of toys and also enjoy music. She provides a range of exciting activity toys and encourages children to press, turn or push the buttons and knobs. Children smile with excitement as they begin to see that their actions activate colourful lights and songs. Consequently, children start to learn about the concepts of cause and effect, which effectively supports their early understanding of how things work. In addition, children concentrate well as they work out how to turn the handle on a toy to make it work. This actively supports their fine motor and coordination skills. As a result, children gain the necessary interest to develop their future skills to support their learning. Children love playing outside and have a broad range of opportunities to develop their large movement

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who attend

skills, which aids their physical development. They ride on bicycles and wheeled toys, and learn to climb and balance as they use equipment. The childminder uses the garden effectively to teach the children about the world around them. For example, she provides wind chimes so that children can see the effect the wind has on objects. She takes them to the woodland and children collect leaves and twigs, and in the summer they hunt for mini-beasts. Children enjoy using books and snuggle with the childminder to enjoy stories. The childminder uses puppets effectively to gain children's concentration and extend their listening skills. Children independently use books in the cosy book area and are beginning to understand that stories are pleasurable. Children show a fascination in transporting different objects from one container to another in their play. This supports them in developing their awareness of shape, space and size, so promotes some early

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who attend

mathematical understanding. The childminder helps to support this area of learning by counting with the children throughout the day.

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

The childminder creates a homely environment for children. She is caring, supportive and promotes children's emotional well-being effectively. As a result, children form strong relationships with her. Children enjoy playing with her, as well as playing independently. The childminder gets to know children's individual routines and needs very well through her ongoing liaison with their parents. For example, she recognises when young children are tired and ready for a nap. The childminder responds affectionately to children if they become upset and they are quickly soothed. This demonstrates that she responds well to children's emotional needs and has built good relationships with them. The childminder has systems and procedures to ensure that children are happy and settled. For example, prior to starting, the childminder gets to know the parents and this positive relationship helps the children feel secure. Children's behaviour is very good. The childminder is a

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

positive role model for children and teaches good behaviour through the use of praise and by providing consistent boundaries and routines. She promotes turn taking, which teaches the children positive behaviours. She continuously praises children for working together and following instructions. She is calm and consistent in her expectations of the children. The childminder listens to children and encourages their contributions. This means children have a sense of belonging and high self-esteem to be confident and share their opinions.

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

Children are cared for in a comfortable home, where toys and resources are well maintained and organised to be easily accessible for all children. Children benefit from a wide range of toys and activities on offer and are encouraged to use them independently. For example, children know where the puzzles are and can choose which one they would like to play with. Children have many opportunities inside and outside. Children use good quality toys and resources, which challenge their development successfully and promote all areas of learning effectively. There are good safeguarding procedures in place to keep children safe. The childminder talks to children about where it is safe to cross roads and practises regular fire drills with them. She teaches children about using the home and garden safely. For example, the childminder sensitively reminds the children to be careful as they come down the steps in the garden and to walk inside in case they trip over the

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

The childminder promotes a healthy lifestyle. She encourages children to use the garden daily to enjoy the fresh air and takes them regularly to parks and soft play areas to help them learn that exercise is pleasurable and good for you. Children thoroughly enjoy healthy and nutritious snacks and meals that meet their special dietary requirements and stages of development. They are aware of their own needs and request a snack which the childminder provides. Children have enjoyable sociable snack and meal times; they chat to each other and the childminder about what they have been doing. There are good systems in place to maintain children's health and well-being. For example, the childminder encourages the children to wash their hands after being outside and to use tissues to wipe their noses. The childminder takes children to local toddler groups where they meet with children of their own age. This helps them become used to different

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

environments away from their main carer's home. As a result, children gain confidence and begin to play alongside others, which actively promotes their early socialisation skills. This helps support children's move from the childminder's home on to pre-school or school. In addition, to emotionally prepare the children for these times, the childminder takes the children to the local schools to help them become familiar with the building, and reads stories about starting school.

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provision

The childminder demonstrates a secure understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. She has a good knowledge of child protection issues, with systems in place to identify and act on any potential concerns and effectively keep children safe from harm. The childminder has attended safeguarding training and is aware of the signs of child abuse. She has clear policies and systems outlining the agencies to contact for dealing with concerns that may arise. The childminder has taken the necessary steps to ensure the members of her household are suitable to be around children. The childminder provides a safe and secure environment, which is thoroughly risk assessed to reduce hazards so that she can maintain children's safety. She maintains all the required documentation that helps support children's safety and welfare. For example, attendance records, accident and injury forms and detailed children's

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provision

records, which remain confidential and securely stored.

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provision

The childminder is a highly reflective practitioner and has a detailed action plan, which she implements effectively to help her improve her practice. The childminder has a positive attitude to evaluating her provision to drive improvement. She attends training courses run by the local authority to update her knowledge and ensure she provides a quality service for children and their families. The childminder works well with outside agencies, such as the early years team within the local council. She understands the importance of this so that appropriate measures are in place to meet children's needs and to develop her knowledge. As a result, she has made improvements to her provision since the last inspection and successfully completed the recommendations, which benefit all children. She effectively monitors the educational programme and keeps track of individual children's progress to ensure they are always developing. This helps her to identify and

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provision

address any gaps in children's learning. The childminder uses her planning to include children's next steps in learning, interests and stages of development. This supports children effectively in making good progress in all areas of learning.

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provision

The childminder has strong relationships with parents, other providers and professionals. She regularly shares information about children's routines and the activities they complete. She welcomes daily discussions to maintain effective communication. Parents receive a wealth of information about the childminding service, such as well-written policies and procedures, which underpin the good service provided. Parents comment favourably on the care their children receive, such as how the childminder looks after children with 'great warmth and affection'. The childminder has good systems in place to share information with other early years settings the children may attend, to ensure there is continuity in children's care, learning and development.

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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 EY278371 Local authority Derby, City of Inspection number 860991 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 10

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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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