Childminder in Derbyshire

Inspection date

Previous inspection date 11/11/2014 22/06/2009

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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

 Children are effectively safeguarded because effective systems are in place to ensure all adults who work with children have a secure knowledge and understanding of child protection procedures. This ensures they act appropriately to keep children safe.  The childminder uses her experience and her knowledge of how children learn, to implement purposeful teaching methods. As a result, children make good progress.  Children gain a good understanding of appropriate behaviour because the childminder constantly praises their achievements. She supports children well in developing effective relationships, which promotes children's emotional well-being and confidence.  The childminder is very conscientious. She strives to continuously develop her knowledge, skills and service for the benefit of children in her care.  The childminder maintains professional, yet friendly relationships with parents and makes sure she knows each child well. As a result, children are offered consistent

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This provision is good

support and play activities that interest them and promote their development.

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It is not yet outstanding because

 The childminder does not always fully use opportunities to increase children's awareness of healthy eating and the impact food has on their bodies at snack times.  There is scope to extend the range of methods used to monitor assistants' practice to encourage critical appraisal and reflection of each other's practice, to enhance the good quality teaching even more.

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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 talked with the children present and observed them take part in activities both inside and in the garden.

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Inspection activities

 The inspector sampled documentation, including policies and procedures; evidence of the suitability of the childminder, her assistants and household members; the childminder's self-evaluation documents and a range of other documentation, including the safeguarding procedures.

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Inspection activities

 The inspector carried out a joint observation of a planned activity with the childminder and discussed her practice during the inspection.  The inspector looked at children's assessment records and planning documentation.

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Information about the setting

The childminder was registered in 2003 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and one adult child and child in Long Eaton, Nottinghamshire. The whole ground floor, which includes bathroom facilities, is used for childminding purposes. There is an enclosed garden for outside play. The family has a dog. The childminder provides care from Monday to Friday, 7.30am until 6pm, all year round, except for the week between Christmas and New Year, bank holidays and family holidays. The childminder is currently minding 11 children, of whom five are in the early years age range. The childminder receives funding for two- year-old children. She drives or walks to the local schools and pre-schools to take and collect children. She attends the local toddler groups and takes children to the library and parks. The childminder employs two assistants who work when required at different times

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Information about the setting

throughout the week. Both the childminder and one assistant hold an appropriate early years qualification at level 3. The other assistant is a qualified teacher. The childminder is a member of the local childminding group and receives support from the local authority.

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

 maximise conversation during snack times to help children to learn about the health benefits food and drink have on their bodies

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

 embed the use of a wider range of methods to monitor assistant's practice, such as peer observations, so that there are opportunities to critically appraise and reflect on one another's practice to enhance the good quality teaching even more.

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who attend

The childminder has a very thorough knowledge of the Early Years Foundation Stage and understands that children learn best through play. She recognises the uniqueness of children and skilfully adapts practice to meet their various learning needs. She consistently uses effective teaching techniques to aid her in presenting activities that support children in making good progress. The childminder collects a wide range of information from parents, using this well to gauge children's starting points. The childminder teaches, observes and assess them while they play. She effectively uses the information she gathers to prioritise children's learning and inform her future planning. The childminder is conscious that they need time to develop their own play. Therefore, she plans the weekly routine to ensure that children have plenty of time to initiate their own play. She balances the child-initiated play with a good range of opportunities for children to participate in

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who attend

structured activities. As a result, they are supported in playing an active part in their own learning. In addition, they learn how to work alongside their friends in a structured environment. This prepares children well for school and their future learning. Parents are involved in their children's learning from the start. The childminder provides information about the activities they have been doing with her and any toys they have particularly enjoyed using. Parents are therefore able to share this information with their children. Consequently, both the childminder and parent know the children's current interests and development and can effectively support their needs to enhance their learning.

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who attend

Children are supported well in developing the necessary skills to learn effectively. Children are well motivated and enthused by the opportunities they encounter. The childminder interacts in a sensitive way. She knows children well and this enables her to know just when to step in to extend children's learning. She intervenes effectively enabling children to take the lead, therefore encouraging them to extend their thinking and problem solving skills. For example, children play with chairs and move them around to make a car. The childminder helps them put the chairs together and then suggests they go on a journey. Children demonstrate that they are active learners and thoroughly enjoy their play. They use their imagination well as they drive off to the seaside. Communication and language development is encouraged particularly well as the childminder understands the importance of modelling language and listening attentively. She provides opportunities for

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who attend

children to express their ideas and to ask and answer questions. She uses descriptive and mathematical language routinely throughout the day increasing children's vocabulary and awareness of textures, size, shape and position. For example, the childminder plans an activity to prepare a snack of jam sandwiches, bananas and oranges. Children spread, cut the sandwiches making triangles, squares and rectangles and compare the sizes, promoting good mathematical skills. In addition, children peel their oranges and cut their bananas, which helps develop their small muscle skills and hand-and-eye coordination. Children participate in a good selection of activities that promote their physical development. For example, they balance and climb on equipment in the garden, which helps their movement and coordination skills. They ride sit-on toys and negotiate the space effectively. The childminder expands these movement skills by taking them regularly

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who attend

to the park. Here, children have the opportunity to run around and explore the larger equipment, as well as taking risks.

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who attend

Children use books independently. They snuggle on the sofa and comfortably look at the illustrations and talk to their friends about the content. They use the books carefully and return them to the shelf when they have finished. The childminder uses books well to help children's listening skills and to develop their concentration. This also aids children to understand that books can be pleasurable. Children develop their abilities to use chalks, pens and pencils and demonstrate an increasing awareness that their marks have meaning. The childminder adapts to their various needs and encourages them to begin to recognise their names. Children are therefore developing good literacy skills. Children have opportunities to explore and express their ideas through art and craft activities. They construct objects out of various construction toys and enjoy dancing, singing and using their imagination. For example, children sit in boxes and sing popular nursery rhymes,

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who attend

which fuel their imaginations as they turn the box into a boat. Consequently, they are developing their creativity through fun and exciting opportunities. Children are offered effective opportunities to develop their awareness of diversity. For example, they access role-play resources and books that give positive images and information about different ways of life. They take trips out into the community to promote their greater awareness of the wider diversities of society, such as communities and different family compositions. Children love playing outside and learn about the natural world as they grow flowers, watch the birds and collect leaves, fir cones and conkers from woodland walks. Children are fascinated when they use the cause and effect toys, which encourage them to repeat the actions. As a result, children are developing a good understanding of the world around them and early technology.

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

Children greet the childminder warmly and quickly separate from their parents. They feel confident and secure because they know the environment well and feel safe with the childminder. The childminder is a good role model to children. She is warm and caring and expresses a genuine interest in them. The childminder responds in a calm and kind manner, showing expression in her face and gestures, which all help children to understand her. Children are also involved in making decisions about activities and resources. These procedures help them to feel valued and welcome. As a result, they are confident and develop positive attitudes that enable them to learn effectively. Therefore, they are well prepared for the move to school. New children settle well because the childminder takes care to ensure that she understands their usual routines and preferences, including these in the daily planning. For example, she knows which are their

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

favourite toys and books and makes sure these are readily available as children come in, helping them to settle and to feel welcome. This thoughtful approach also supports children in feeling secure and they quickly develop good relationships with the childminder. As a result, children's emotional well-being is effectively promoted. Children develop a good understanding of how to manage their behaviour. The childminder offers them clear explanations about this and encourages them to share. She is aware that children follow her lead and she sets a good example by showing a caring, respectful approach. Children mirror this and so learn to understand and respect each other. Consequently, children behave very well.

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

Children demonstrate increasing awareness of good hygiene routines as they clean their hands before snacks and after playing outside. Children use liquid soap and have their own individual towel to prevent cross-contamination. Thoughtful daily routines support children well in developing their self-care skills. For example, the childminder makes sure that their drinks are accessible and reminds them to take regular drinks, helping them to understand how to recognise and meet their own needs. Snack times are a social occasions where the childminder sits with children and promotes their social skills through conversation. They talk about what they have been doing and if they like the food that is available. However, the childminder does not always draw the children's attention to the food they are eating, so that they begin to have an awareness of its benefits. Consequently, children's wider understanding of health issues, such as the effects of a

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

healthy diet, is not always promoted to the maximum. Children are active and understand the benefits of physical activity. All children access the outdoors for fresh air and exercise in the garden, at the park and walks in the woodlands. This helps children to begin to understand that exercise is important.

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

The childminder is very conscious of promoting the children's safety. Fire drills are regularly undertaken ensuring the premises can be swiftly evacuated in an emergency. The childminder demonstrates a good awareness of the action to take if she is concerned about the welfare of a child in her care. Parents are provided with information that is displayed regarding safeguarding policy and practice. This helps parents to understand how the childminder safeguards all children in her care. The childminder has robust safety routines for outings and takes relevant equipment out with her to help promote children's safety and she makes sure they are well supervised. The childminder creates a clean and well-maintained, attractive environment for children's care and play. They move freely between the playroom, kitchen and outside, making good use of the available space. The childminder works in partnership with parents to prepare children for changes in their

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

lives. For example, she talks to children about starting nursery or school and ensures they have opportunities to visit beforehand. Children's independence is encouraged in daily activities enabling children to feel confident in their own abilities. In addition, they meet other adults and children at group sessions, which helps to develop social skills, enabling children to feel confident in new environments. Children are therefore developing good social and independent skills in preparation for school.

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provision

The childminder has a secure knowledge of her responsibilities in meeting the requirements of the Early Years Foundation Stage. She provides a very good quality provision, which she maintains effectively. She has a strong focus on children's safety and security and a good understanding of safe and effective working practices. The childminder works occasionally with an assistant. She demonstrates a thorough understanding of when she would need to report any significant events to Ofsted and keeps appropriate records. She has effective systems in place to enable her to take prompt action if she has any child protection concerns about a child in her care. The childminder ensures all the necessary checks are made on the adults who care for children and her household members. For example, all adults have appropriate Disclosure and Barring Service checks. This means they are suitable to be around and work with children.

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provision

The childminder ensures both assistants she works with have a secure knowledge of child protection issues, so that they can protect children from harm. The childminder carries out comprehensive risk assessments to help keep children safe both on and off the premises. She is effective in maintaining her regulatory paperwork. For example, her attendance record and her parental consent form contain all relevant information to ensure children are safe. She has robust systems in place to record accidents and existing injuries, and shares these with parents. She and her assistants hold a current paediatric first-aid certificate, meaning they have the necessary skills and knowledge to care for children in an emergency. The childminder has a comprehensive and confident understanding of how to promote children's learning and development and successfully does this in partnership with parents. All aspects of children's learning are encouraged through a variety of

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provision

experiences and activities in the home and the local community. The childminder monitors their development skilfully and records indicate that children are making good progress. She tracks their achievements rigorously and analyses children to see if there are any gaps in their learning. This means that early intervention can take place to target specific issues or problems to help individual children's learning progress towards the early learning goals

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provision

The childminder is enthusiastic and committed to developing her knowledge and practice, which has a positive impact on children. For example, after exchanging information with the childminder support group she attends, she carries out an evaluation of activities. This enables her to look in more detail at each child's participation and to use this information when planning further activities. This ensures all children are included and their development promoted. The childminder effectively assesses her own knowledge and seeks training to extend her understanding. The childminder is a reflective practitioner and completes regular self-evaluations of her provision. She sends out questionnaires to parents to ensure she is meeting their needs, as well as their children's needs. For example, from completing her self-evaluation she realised the need for more teaching of road safety for children. Because of this, she has put in place a road safety week at the

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provision

local school to increase children's awareness of being safe around roads. Consequently, children benefit greatly from the childminder's commitment to her own professional development because she continually updates and improves her provision. The childminder has a clear understanding of the importance of working with high quality assistants. She discusses children's progress with her assistants and potential training, so that they can update their knowledge. However, there is scope to extend the range of methods for monitoring assistant's practice during teaching and learning activities, for example, using peer observations. In this way, critical appraisal and reflection of each other's practice can help to enhance the good quality teaching even more.

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provision

The childminder appreciates the relevance of working in partnership with others also caring for the children, so that they can ensure consistent care and promote children's welfare and learning. Therefore, she talks regularly with children's key persons at pre- school, in order to exchange assessment and planning information. The childminder has previous experience of working with a range of other professionals. This has given her a good understanding of the support available and so enables her to seek additional help for children and their families, should the need arise. The childminder builds good relationships with parents. She keeps them well informed of their child's activities and progress. The childminder carries out the required progress check for children between the ages of two and three years and shares these with parents. This shows the parents how their children are making good progress and their attitude to learning. The

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provision

childminder has positive relationships with parents. She regularly shares information about children's routines and the activities they complete. She welcomes daily discussions to maintain effective communication. Consequently, there is continuity in children's care, learning and development. Parents comment positively on the progress their children make, particularly in their communication and language skills and confidence.

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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 EY262450 Local authority Derbyshire Inspection number 872692 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 18 Number of children on roll 11

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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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