Collins Sarah Louise

Inspection date

Previous inspection date 06/11/2014 07/05/2009

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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

 Teaching and learning is good. The childminder has a secure knowledge and understanding of how children learn and develop, as a result, children make good progress in their learning.  The childminder supports children's communication and language well throughout all activities.  Relationships and attachments between the childminder and children are good. Consequently, children are happy, feel safe and secure in the childminder's care.  Children are kept safe because the childminder has a good understanding of her responsibilities and the procedures for safeguarding children. She effectively supports children's understanding of how to keep themselves safe and healthy.  The childminder has established good relationships with parents and other providers. As a result, children benefit from consistency in both their care and learning.

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It is not yet outstanding because

 The childminder does not always maximise opportunities to share observations of children's learning with parents and plan children's next steps together, to fully support and extend children's good progress even further.  The childminder's self-evaluation is not sufficiently robust in gaining the views of parents and children. Consequently, areas of strength and weakness are not always identified in order to plan relevant improvements that will enhance children's learning.

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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 and observed children's activities.  The inspector conducted a joint observation with the childminder.

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Inspection activities

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

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Inspection activities

 The inspector looked at children's assessment records and the planning documentation.

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Inspection activities

 The inspector checked evidence of suitability of all household members. She also checked the childminder's qualifications, policies, and procedures and discussed the childminders improvement plans.  The inspector also took account of the views of parents spoken to on the day.

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Information about the setting

The childminder was registered in 1999 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children in Leicester. The whole of the ground floor and enclosed rear garden are used for childminding. The family has a pet dog. The childminder takes children to, and collects children from, the local schools. There are currently 12 children on roll, three of whom are in the early years age range and they attend for a variety of sessions. The childminding provision operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a recognised early year's qualification at level 2.

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

 strengthen the ongoing dialogue of sharing observations of children's learning with parents and use this shared knowledge and understanding to plan children's next steps together, in order to fully maximise the progress children make

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

 build on the process of self-evaluation by considering additional ways in which to obtain the views of parents and children, to gain an accurate overview of the provisions strengths and weaknesses, in order to plan relevant self-improvements that will enhance children's learning and development even further.

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who attend

The childminder has a good understanding of the learning and development requirements of the Early Years Foundation Stage. The childminder provides a welcoming family home with a good range of play equipment and resources. The childminder gathers information about the children from the outset. She works with parents to complete All about me booklets in order to gain an understanding of children's likes, dislikes and interests. During initial conversations with parents, the childminder ascertains what children can do at home. This information, along with her own initial observations of children, help her form accurate starting points from which to plan appropriate activities to support children's next steps of learning. The childminder provides children with a broad range of activities, both in the home and through outings, which challenge and motivate them. For example, younger children especially enjoy visits to a small farm, where they have opportunities to

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who attend

feed the animals and develop their physical skills as they play and climb in the soft play area. Learning journey files show observations and activities that children have taken part in, based on their next steps. As a result, children make good progress in relation to their starting points and capabilities. However, there is scope to strengthen the ongoing dialogue of sharing observations of children's learning with parents and use this shared knowledge and understanding to plan children's next steps together, in order to fully maximise the progress children make. The childminder shows appropriate understanding of her responsibilities relating to the progress check completed between the ages of two and three years and has systems in place to complete this.

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who attend

Children learn through their play because the childminder provides them with a good range of adult-led and child-initiated experiences. For example, children who show enthusiasm for learning to name colours are provided with a range of activities, such as, building blocks, matching card games, jigsaws and writing implements. The childminder demonstrates effective teaching methods as she talks to the children about what they are doing and introduces colour vocabulary where relevant. As a result, children recognise and name some colours with ease. Children enjoy the time they spend with the childminder. The childminder gets down to children's level, joins their play, and interacts with them well. She pays attention to how children engage in the activities and gives them the time to solve their own problems. For example, children spend time moving the jigsaw shape around and try to make it fit in the correct space. The childminder offers the children

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who attend

guidance, and clear and simple instructions to help them achieve this task for themselves. Consequently, children gain a real sense of achievement. The childminder effectively encourages children's communication and language skills and promotes their personal, social, emotional, and physical development through every-day play opportunities. For example, while playing a matching animal card game she extends the conversation by referring to and talking about the children's family pets. She further supports the children to choose, pick up, and place the animal card on the corresponding matching picture. Children enjoy playing in the garden and experience risk, and challenge appropriate to their age and stage of development. For example, children demonstrate good climbing skills as they confidently climb the steps to the top of the slide and show good balance as they slide down it. Furthermore, they demonstrate good coordination skills as they throw

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who attend

and catch large and small balls with the childminder and their peers.

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who attend

The childminder provides a range of resources for children to make marks with, such as sand, crayons, and paints. This helps to develop children's early writing skills through their emerging coordination. Children like to snuggle on the childminder's knee and enjoy having stories read to them. Consequently, children are developing a love for books, which supports their early literacy development. Children demonstrate good imaginative skills as they role play with their peers. For example, they push the doll in the pushchair and say, 'night, night' and use the pretend phone to call daddy. The childminder supports children to learn numbers and mathematical concepts through every-day play opportunities. For example, children count 'one, two, three, four' in anticipation of throwing the ball to the childminder. Additionally, the childminder uses mathematical language, such as 'big' and 'heavy' when providing a running commentary to describe what children are doing as they

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who attend

pick up a large ball. The childminder makes good use of the local area to provide experiences for children to enhance their learning. For example, visits to local play parks, soft-play centres, and trips to and from school to collect older children, help develop children's social skills as they meet other children and adults. Through warm and close relationships that the children have with the childminder, they feel secure to grow in confidence. This helps them to become independent. These skills help prepare children for school or other settings when the time comes.

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

Children are happy, confident and demonstrate secure attachments to the childminder and their peers. The childminder has created a warm, friendly, and caring environment in which children can play and learn. The childminder supports children's emotional well- being extremely well by implementing effective settling-in procedures to support their individual needs. For example, parents are invited to bring their child for settling-in visits prior to starting. During these visits, parents can stay and or leave their children for short periods until their child feels happy and secure. This results in settled and confident children who move comfortably around the childminder's home. Discussions with parents, as well as her own observations, help the childminder get to know each child well. She understands their likes, dislikes, and routines, which enables her to support children well according to their individual needs and preferences. For example, she knows some

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

children prefer to join in activities in their own time and gives them the time and space they require. She is always close by, and offers gentle encouragement for them to join her and their peers. As a result, children take part in the activity when they feel ready to join in; this effectively supports their emotional well-being and development. The childminder's home is clean, safe, and well maintained. She provides a good range of toys, which are age appropriate for the children she currently minds. The childminder presents the toys and activities on the floor, in boxes or on low-level tables, which children can access easily by themselves. Children have frequent opportunities throughout the day to play in, an enclosed, well-resourced outdoor garden. This enables them to develop their physical skills and benefit from fresh air and exercise.

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

The childminder uses a positive and consistent approach to managing children's behaviour, which takes into account their stage of development and capabilities. Children play alongside each other cooperatively, they share, and take turns with the resources. Young children offer and pass the items they are playing with, to their younger peers without any prompts to do so from the childminder. The childminder notices and praises them for being kind and sharing their toys. As a result, children's confidence, self-esteem, and well-being is promoted exceptionally well. Appropriate reminders from the childminder teaches children how to keep themselves and others safe. For example, she reminds children about the importance of sitting and not climbing on the small plastic chair. Sleeping children are well supervised and rest or sleep according to their individual needs and parental wishes. The childminder seeks information about children's dietary

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

requirements and any allergies they may have when they start in her care. The childminder provides healthy snacks and ensures children always have fresh drinking water available. She reminds younger children to drink at regular intervals throughout the day; this ensures they remain suitably hydrated. The childminder has a good understanding of how to avoid cross-contamination. At nappy change time, she wipes the changing mat before and after each use with antibacterial spray, and washes her hands. Furthermore, the childminder supports children to wash their own hands after toileting and before mealtimes in order to promote good hygiene practices and minimise the spread of infection. The childminder has a positive attitude towards equality and welcomes all children and their families into her home. Children have various opportunities to learn about other cultures and beliefs as the childminder provides a range of resources and activities. For

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

example, children play with finger puppets that represent positive role models within their community, such as nurses, firefighters and decorators. Additionally, children experience tasting different foods, for example, Chinese crackers, when taking part in Chinese New Year celebrations. The childminder supports children to become independent by encouraging them and allowing extra time for them to put on their own coats, pull up their own zips and put on their own shoes. The childminder affords children further opportunities outside her home to develop their self-confidence, self-esteem, independence and social skills. For example, by taking children on routine trips to and from school, visiting local soft play centres and farm parks. Consequently, these activities further support children's understanding of the wider community and helps to prepare them emotionally for the next stages of their learning, such as attending nursery or

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provision

The childminder has a good understanding of her role and responsibilities to meet the safeguarding, welfare and learning and development requirements of the Early Years Foundation Stage. She is aware of the potential signs of abuse and knows the local child protection and safeguarding procedures to follow if she should have any concerns about a child's welfare. Appropriate documentation is in place to support her to record any concerns she may have. The childminder has a written safeguarding policy, along with other required documentation, which she shares with parents when children start in her care. The childminder has appropriate documentation in place to record details of children's attendance, accidents, incidents and the giving of medication. The childminder is vigilant, she anticipates and minimises potential hazards through effective daily risk assessments, enabling children to play freely. The childminder understands when she

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provision

needs to notify Ofsted of changes to her service, such as informing them of any changes to adults living in the household. The childminder holds a current paediatric first-aid certificate. Therefore, she is well prepared to respond appropriately to a first-aid emergency. The childminder demonstrates a good understanding of how to keep children safe when using the internet. Positive relationships with parent's means good channels of communication are in place. This enables her to be fully aware of children's individual needs and family circumstances at all times. Consequently, children are kept safe and well protected.

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provision

The childminder demonstrates a positive approach to improving her knowledge and skills, in order to support the learning and development of children in her care. For example, she works closely with other childminders to share fun ideas of educational activities around a particular topic or festival, such as Chinese New Year, in order to extend children's learning experiences. However, there is scope for the childminder to build on the process of self-evaluation. For example, by considering additional ways to obtain the views of parents and children in order to gain an accurate overview of the provisions strengths and weaknesses, and plan relevant self-improvements, to enhance children's learning and development even further. The childminder ensures all areas of learning are covered and that the educational programme provides appropriate challenge for children. Through observation and gaining care and developmental information from parents, she accurately

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provision

identifies children's starting points. Effective monitoring of children's achievements enables her to identify any gaps in children's learning and plan appropriate next steps in order to support their ongoing learning and development.

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provision

The childminder has formed effective relationships with parents and keeps them informed about their children's well-being and achievements through daily verbal exchanges of information. Parents are complimentary about the childminder. They speak highly about the warm and welcoming home from home atmosphere the childminder has created. Additionally, parents explain how well she helps their children to settle-in. Good links with staff at the local nursery and school have been made. This ensures relevant information is exchanged when needed, which further promotes consistency of care and learning and helps the childminder to prepare the children well for their next stages of 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 226664 Local authority Leicester City Inspection number 876450 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 12

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Telephone number

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

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

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

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Type of provision

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

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Type of provision

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

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Type of provision

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

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Type of provision

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

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Type of provision

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

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