Childminder in Nottinghamshire

Inspection date

Previous inspection date 10/11/2014 21/01/2009

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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

 The quality of teaching and learning is good. Learning activities are planned effectively and link to the observations that the childminder makes on children's achievements. As a result, children are provided with activities that challenge them and they make very good progress towards the early learning goals.  Children benefit from the close relationships that the childminder develops with them and their parents. As a result, children are very happy, well settled and their ongoing learning is successfully complemented at home.  The childminder has an excellent knowledge of the child protection procedures. As a result, children are protected and kept safe.  The childminder is extremely proactive in working in partnership with other settings that children attend. She ensures she makes early contact and provides useful and regular information about children's individual needs. Consequently, the support for

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This provision is good

children's learning and development is complementary.

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It is not yet outstanding because

 The programme of professional development is not yet sharply focused and targeted to ensure the childminder is consistently improving her good skills and knowledge so that children's learning is continually enriched through outstanding 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 compulsory part 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 observed children's activities and routines in the indoor areas.

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Inspection activities

 The inspector spoke to the childminder at appropriate times throughout the observations and spent time interacting with the children.  The inspector carried out a joint discussion with the childminder.

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Inspection activities

 The inspector looked at children's learning journey records, planning systems, a selection of policies and procedures and children's records.

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Inspection activities

 The inspector checked evidence of suitability of the childminder and family members and discussed self-evaluation.

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Inspection activities

 The inspector took account of the views of parent's through questionnaires and written testimonials.

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Information about the setting

The childminder was registered in 1989 and is on the Early Years Register and the compulsory part of the Childcare Register. She lives with her husband and two grown-up children in a house in Balderton, Newark. The whole of the ground floor and the rear garden are used for childminding. The family has a dog as a pet. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently nine children on roll, two of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years.

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

 develop the programme of professional development further, by ensuring it is astute and targeted to enhance the already good practice so that children's learning is enriched by outstanding teaching.

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who attend

The quality of teaching is good because the childminder is skilful at observing children, assessing their stage of development and planning appropriate activities and support. The childminder works closely with parents to support children's learning from the beginning. Detailed initial assessments are made by the childminder of children's starting points to ensure that their needs are clearly identified. This information is then used to inform future planning. The childminder has a good understanding of the prime and specific areas of learning and follows children's individual interests. This makes sure planned learning experiences are unique to each child. The childminder shares children's next stages of learning with their parents and any other providers who also care for the children. This allows them to work together so there is a shared understanding and approach to supporting children's achievements. The childminder tracks children's learning across all

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who attend

areas in line with expected developmental milestones. She does this to make sure that children gain the skills they need to be ready for the next stage in their learning, such as when they move onto school. The childminder is fully aware of her responsibility to complete the progress check for children between the age of two and three years. She shares this with their parents so that they know what progress their child is making in the prime areas of learning. This ensures that any additional support children may need is identified early and accessed in a timely way. The childminder places a strong emphasis on children's communication and language development. This means that children are very well supported to become confident communicators. The childminder continually talks to the children and introduces new vocabulary into their play. She skilfully encourages young children to repeat simple words.

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who attend

The childminder's good teaching skills mean that she is able to engage well with the children and maintain their interest in the play activities. The childminder actively participates in children's play. She gets down to their level to encourage them to be involved. This ensures that children's interests and fascinations are recognised by the childminder, which supports children's self-esteem. The childminder provides children with good opportunities to play and explore. For example, children explore the sensory experience of jelly, they touch the jelly and investigate the texture. They enjoy filling and emptying cups to make 'castles'. This encourages children to experiment for themselves, and so be curious and learn new things. Children begin to use numbers spontaneously in their play. The childminder effectively reinforces this awareness by encouraging children to count while they play, and use mathematical language, such as half full.

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who attend

Children's literacy skills are promoted well. For instance, the childminder provides all the children with individual reading folders. This is specific to the child's age and stage of development. Younger children have touchy feely books, while older children have phonic games. The childminder takes children to different groups in the local community, for example, they attend toddler group. Therefore, children are learning about the world around them and becoming used to mixing with larger groups of children in preparation for their move to school. Younger children enjoy exploring household and natural material in the treasure basket and discovering activity centres. For example, children feel the texture of the different materials and press buttons to hear the musical sounds. This successfully fosters young children's natural curiosity as they play. The childminder establishes highly successful partnerships with parents. She provides parents with an

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who attend

ongoing flow of information, so that they feel included in their child's early education. An individual journal contains photographs, detailed observations and examples of children's work. These are shared regularly with parents, who are invited to make comments and contributions about learning that occurs at home. This ongoing exchange of information means that children benefit from a shared understanding and common approach to their learning.

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

The childminder treats children with respect and is kind and caring towards them. As a result, children demonstrate that they feel safe and secure and develop strong attachments with the childminder, running eagerly out of nursery to greet her. These strong bonds support their emotional well-being. The childminder gathers good information from parents when children first start in her care. This allows her to get to know children well and provide them with consistency in their routine. As a result, children display levels of confidence and self-esteem appropriate for their age. The childminder encourages children to be polite and have good manners. As a result, children behave well, signifying their growing awareness of boundaries and rules. Good hygiene routines help children to understand and to learn the importance of keeping themselves clean. For example, the childminder encourages children to wash their hands at appropriate times

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

The childminder supports children's developing independence and self-care skills by encouraging them to change from their nursery uniform. The childminder provides varied and nutritious meals and snacks, which promotes healthy growth and development. For example, children enjoy pasta dishes or meat and vegetables with a dessert of fruit. The childminder promotes children's healthy lifestyles well. She plans daily fresh air and exercise in her garden and visits to the local parks. These visits offer children the use of challenging play equipment to develop their physical skills further. The childminder successfully supports children's developing understanding of dangers and how to stay safe. For example, children learn the importance of following road safety rules when they are out and about in the community.

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

Children can choose from a selection of toys which are stored within easy reach. In addition, children feel confident to ask for toys they cannot see. This means that they add other toys to their play to extend their own learning. The childminder takes children to toddler sessions and the local children's centre. During this time, children learn to share resources and socialise with other children. This provides children with useful social and emotional skills for the future, for example, when going to school. Consequently, they learn to respect and tolerate the differences and similarities of others. Daily trips to the local school help prepare children for their next stage in learning, as they become familiar with the school routine.

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provision

The childminder is well organised and conscientious in providing a good quality service that benefits children and their families. The childminder has an excellent knowledge of how to keep children safe, including about child protection. She fully understands the indicator signs of abuse and is familiar with the processes to follow to report concerns. Written safeguarding procedures, local guidance and appropriate contact details of professional agencies are in place to support the childminder's practice. Comprehensive risk assessments are available and ensure all areas, both indoors and outdoors, are checked. There are also thorough risk assessments undertaken for all outings. In addition, the childminder carries out a daily check of her provision to further safeguard children's health and well-being. The childminder implements clear policies, which she shares with parents, to promote children's welfare and safety.

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provision

The childminder makes sure that accidents and incidents children may have within the home, on outings and those that children arrive with, are fully recorded and shared with parents. Necessary checks for the childminder's family have been completed and the childminder ensures that children are never left unsupervised with a person who has not been vetted. The childminder has several years' experience of caring for children and has attended a variety of training courses. She ensures her mandatory training is kept up-to- date. She plays an active role in the local childminder group. However, development plans do not yet include an astute and targeted programme for professional development, in order to continue to build on her current good practice so that children benefit from more outstanding teaching and learning experiences. The childminder successfully monitors the educational programme, to ensure that children have a broad balance of activities to cover

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provision

The childminder demonstrates a good understanding of how to use evaluation to identify her strengths and areas for further development. For example, she has identified the garden area as in need of improvement so that this can be used more effectively to enhance children's all round development. She strongly values the views of parents about their children, including those expressed in her recent surveys. Partnerships with parents are very good. They are kept well informed about their child's care, achievements and progress in their learning through daily chats and regular sharing of observations and next steps. The childminder also provides a very useful range of information leaflets about parenting issues, as well as services and activities in the local area. Parents speak positively about the childminder and her practice, commenting that she keeps their children, 'entertained, engaged and stimulated'. The childminder works very well with

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provision

other providers children also attend. This demonstrates the childminder's firm commitment to partnership working. She has established excellent relationships with staff at the local school and pre-school. These excellent partnerships ensure a consistent approach towards the children's continuing care and education.

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The Childcare Register

The requirements for the compulsory 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 252808 Local authority Nottinghamshire Inspection number 871506 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 9

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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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