Childminder, Out-of school day care in Leicestershire

Inspection date

Previous inspection date 05/11/2014 08/06/2010

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early years provision

This inspection: 3 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 3

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This provision requires improvement

 The childminder establishes close, emotional attachments with children in a caring environment. Consequently, children feel safe and develop a sense of security and belonging.  Children's safety is suitably promoted as the childminder supervises children at all times and is confident in her understanding of child protection issues and procedures.  The childminder shares and gathers useful information with parents and carers, to meet children's needs, to help them settle and feel confident.

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It is not yet good because

 Observations and assessments are not fully effective to enable the childminder to identify and plan for children's next steps, so that she can help them makes as much progress as possible.  Self-evaluation is not fully effective in identifying key strengths and weaknesses or encouraging meaningful involvement from parents and children in order to enable the continuous improvement of the provision.  Partnership working with other settings is not fully effective in promoting a shared approach to children's learning and development.

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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 looked at evidence of suitability and qualifications of the childminder.

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Inspection activities

 The inspector looked at children's assessment records, planning and learning journals and a selection of policies and children's records.

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Inspection activities

 The inspector spoke with the childminder throughout the inspection and carried out a joint observation with her.  The inspector had a tour of the premises.

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Information about the setting

The childminder was registered in 2007 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and child. The whole of the house is used for childminding. The childminder attends a toddler group and activities at the local library. She visits the local shops, cafes and park on a regular basis. She collects children from local schools. There are currently 14 children on roll, five of whom are in the early years age group. They attend for a variety of sessions. The childminding provision operates all year round from 7am to 6.30pm, Monday to Friday, except bank holidays and family holidays.

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must:

 observe children's learning regularly to understand their level of achievement, interests and learning styles and use this information to tailor planning to children's individual next steps in learning

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must:

 improve both teaching and learning by planning play and learning opportunities that challenge children and provide them with a balance of purposeful, adult-led and child-initiated activities

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

 use self-evaluation more effectively to prioritise areas for improvement, in order to maintain and develop the quality of the provision

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

 build on relationships and communication with other providers of the Statutory framework for the Early Years Foundation Stage that children attend in order to ensure they receive a consistency in their learning.

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who attend

The childminder has a satisfactory knowledge of the learning and development requirements. She has begun to record children's achievements using written observations. However, these are not yet sufficient to adequately track and monitor children's progress. As a result, children's next steps in learning are not accurately identified and fully supported. Children are happy and settled in the childminder's home. This is because the childminder is aware of their interests and provides toys and resources that are age appropriate. However, planning is not effective in and does not ensure that the learning that children receive is suitably challenging to promote their good progress. The childminder works closely with parents and obtains information from them about children's developmental starting points when they first attend. She provides daily verbal feedback and is aware of when and how to complete the progress check for children

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who attend

between two and three years. Overall, parents are suitably informed and know that their children are gaining a satisfactory range of skills ready for the move on to school.

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who attend

The childminder understands the importance of communication and language in children's learning. She sits on the floor and talks with young children as they play. She maintains eye contact throughout and uses animated facial expressions, tone of voice and repetition to capture young children's interest. This contributes to their listening and attention skills. The childminder responds positively to young children's independent choices and offers support when needed. For example, she models how to work a battery operated toy and then steps back allowing children to have a go themselves. They successfully press, pull and twist buttons. They show their sense of achievement as lights flash and music plays as a result of their actions. Children show their growing determination as they fit different shape plastic blocks into the correct hole. The childminder comments that there is 'one left' before they successfully complete the task. Consequently, children have appropriate

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who attend

opportunities to improve their mathematical knowledge. Older children have access to a range of books and reading materials and equipment to make their own marks. For example, pens and crayons. This promotes the key skills children need for their future learning in readiness for school. The childminder regularly takes on outings to the local community and surrounding areas, visiting shops, the library and recreational play areas. The childminder encourages children to make observations on the way and together they talk about what they can see. This helps to increase the children's awareness of others, nature and the world around them. In addition, they enjoy the opportunity to use large play equipment at the park which contributes to their physical development.

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

The childminder has a warm personality and shares affectionate relationships with the children she cares for. She provides a welcoming family environment and children are comfortable and happy in her care. The childminder effectively promotes their personal, social and emotional development. This provides a firm base for their general well-being and helps ensure they are prepared for their future learning including, their move onto school. The childminder takes care to find out children's individual needs Consequently, they settle quickly and benefit from the consistent support that they receive. The childminder is fully familiar with children's individual routines and preferences. For example, she knows when and how young children like their mid-morning milk. She attends to their intimate care needs with sensitivity and care, which contributes to children's' sense of security and confidence. The childminder effectively promotes their

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

self-help skills and independence. This means children are learning to manage their own personal needs. For example, she ensures young children are provided with appropriate utensils at meal times and allows them the time and space to have a go themselves. The childminder promotes a healthy lifestyle in her setting by operating a healthy eating policy. Children are well nourished and have plenty to drink. They eat together and this helps children develop an understanding of how to make healthy food choices and promotes their communication and social learning. Children behave well and the childminder has clear and realistic expectations. Children are helped to understand some routines and boundaries within her home as she models positive behaviour. The childminder promotes good behaviour through praise, which helps to support their confidence and self-esteem and their desire to want to contribute.

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

The environment is safe and well maintained. Toys and equipment are suitably organised, in storage units and baskets, so that children can make some independent choices about what they would like to play with. Children are supported to develop an understanding of the importance of physical exercise, because the childminder builds opportunities for outdoor play into the daily routine. Children regularly visit local parks and groups where they learn to take simple risks and increase their physical skills, as they use larger fixed play equipment. When out walking they think about road safety. In addition, the childminder practises emergency evacuation and talks to children about the importance of this. Consequently, children are learning how to take managed risks and keep themselves safe. Indoors young children who are learning to move are well supported, as they are provided with the space and opportunity to explore the environment in their own time. For

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

example, crawling from one toy to the next before pulling to stand on well-placed furniture and equipment.

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

The childminder gathers information about children's likes and dislikes and care routines from parents during settling in periods, to support her with helping children to feel relaxed and safe in her care. She is aware of the benefit of effective partnership working and how this helps to provide children with continuity. She provides children with good support to achieve this and re-organises children's routines as they change to mirror takes place in their home. Links with local schools and other settings where children are attending are in place. These links are well established and support children emotionally with the smooth transition from one setting to the next. This is because the childminder focuses on children's care and welfare needs and liaises well with other providers.

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provision

The childminder has a satisfactory understanding of the safeguarding and welfare requirements. She has a sound knowledge of child protection arrangements and the action to be taken should she be concerned about a child in her care. She has prepared a safeguarding policy and procedures and has considered the appropriate use of mobile phones and cameras in her setting. The childminder ensures that the suitability checks are completed for all adults living in her home. These procedures help to protect children. Safety within the home, garden and outings are appropriately promoted as the childminder completes risk assessments to identify and minimise all possible hazards to children and carries out daily visual checks of the premises. In addition, the childminder ensures that children are constantly supervised. Documentation and records are appropriately organised and reviewed regularly. This includes systems for recording

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provision

information about children's specific needs and the necessary parental consents. The childminder has made some improvements since her last inspection, including implementing an appropriate complaints policy and procedure. She has considered the presentation and range of toys, resources and equipment in an attempt to ensure that they encompass all areas of learning. In addition, the childminder has begun to observe what children can do and to track their progress. However, these arrangements are not sufficient to monitor children's progress in all areas of learning. Therefore, planning is not yet effective in helping children make consistent progress in their learning and development. The childminder has completed and maintained all of the necessary mandatory training, such as, completing a paediatric first-aid training course. However, self-evaluation is not used effectively in order to identify areas for improvement, gaps in

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provision

knowledge and understanding and how this will be addressed.

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provision

The childminder has positive relationships with parents and understands the benefits of working together. She ensures that she keeps parents appropriately informed about their child's care and development through daily verbal feedback and access to their individual files. Parents are encouraged to share what they know about their child when they first start to attend, so that the childminder is able to meet their needs, plan the environment and help them settle quickly. The childminder has contact with other providers of settings that children attend. She shares information with the children's key person's which supports children's transfer from one setting to the next. However, the childminder relies on pre-schools to provide and lead the learning and development opportunities for individual children. As a result, children do not always receive a shared and consistent approach towards 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 EY347487 Local authority Leicestershire Inspection number 820822 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 14

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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

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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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