Childminder in Leicestershire

Inspection date

Previous inspection date 10/11/2014 12/11/2009

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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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 The childminder has an adequate understanding of her responsibilities and the safeguarding procedures to follow for protecting children which ensure they are kept safe.  Children are happy and demonstrate that they feel secure and enjoy their time in the childminders care. They form close bonds with the childminder, which successfully support their emotional well-being.  Documentation and records are maintained as required and the childminder has started to reflect on her practice.

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It is not yet good because

 Children's ongoing learning is less well supported because the planning, observation and assessment cycle is not yet fully developed to shape future learning or identify areas for development.  The childminder has not yet introduced efficient ways for parents to share information about their children's learning, development, achievements and experiences when entering the setting, in order to contribute more towards their children's learning and development.  Children's health is not effectively promoted, due to the tables and work surfaces that are used for children's meals not being suitably cleaned.

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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 viewed the areas of the premises and garden used for childminding.  The inspector looked at children's assessment records and planning documentation.  The inspector took a tour of the premises during the inspection.

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Inspection activities

 The inspector spoke with the childminder, her assistant and children at appropriate times during the inspection.

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Inspection activities

 The inspector checked evidence of suitability of the childminder and any other persons living in the premises over the age of 16 years.

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Information about the setting

The childminder registered in 2006. She lives in a house on the outskirts of Leicester. The household consists of the childminder and her adult child, who also works as her assistant. Minded children use the ground floor of the house for play, with access to the first floor as needed. There is an enclosed garden for outdoor play. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. There are currently 12 children on roll, including six in the early years age range, one of whom is in receipt of nursery educational funding.

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must:

 use information obtained from observing children to understand their level of achievement; plan learning experiences for each child based on those observations to help children make the best possible progress in their learning and development

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must:

 introduce ways for parents to share information about their children's learning, development, achievements and experiences when starting at the setting, so that they are able to contribute more towards their children's learning and development.

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

 support children's growing awareness of good hygiene practices with specific regard to ensuring all tables and work surfaces are suitably cleaned before children sit down to eat meals.

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who attend

The childminder has a satisfactory knowledge and understanding of the Early Years Foundation Stage and children are making satisfactory progress. The childminder has a sound awareness of the learning and development requirements and children are appropriately challenged. She works generally well with parents to ensure that children's care and learning needs are appropriately met. However, information obtained from parents during their child's induction links primarily to care needs. Consequently, the childminder does not plan with full effect in accordance with each child's starting points and so is unable to assess whether children are making as much progress as they can. The childminder and her assistant praise children's efforts and participate in their play during daily routines. For example, she encourages them to build towers with wooden building blocks. This promotes confidence and self-esteem as children smile when praised

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who attend

and show enjoyment in their achievements. Children learn new words through discussions, stories and songs. Picture card games and posters of children's work further support their language development throughout the play session. Children are able to make marks using a variety of equipment and often take their creations home. This promotes further discussion between parents and their child, as they are able to share their learning experiences.

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who attend

Children are emotionally secure and chat confidently with the childminder and her assistant. The childminder ensures that children are reasonably challenged so that they gain necessary physical skills. For example, the children have the opportunity to ride on and push wheeled toys inside and outside whilst attending the setting. The childminder also takes them out regularly to community groups to meet with other children and experience different resources. Consequently, children are learning new skills and making progress in preparation for the next stage in their learning and eventual move to school. Children use felt tip pens and crayons successfully for mark making activities. When they select the coloured pen they wish to use, they skilfully remove the lid and the childminder reminds them that they must hold the paper firmly with one hand in order for them to make their marks. Children enjoy their success in achieving this aim.

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who attend

The childminder is developing partnerships with parents and carers regarding children's education. She is very approachable and obtains information about each child's personal needs and favourite activities and toys at the start of the placement. The childminder uses this information to settle children and support their first few weeks with her. For example, the childminder provides a wide range of children's favourite small world resources and games. Subsequently, she observes children as they play, recording her observations and photographs of the children participating in a range of activities. Through a combination of informal conversations, daily diaries and access to assessment records parents are kept generally informed about their child's progress and attainment. However the childminder does not have equally effective systems for parents to share information about their child's ongoing learning at home, for example, new achievements and interests. The childminder

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who attend

understands the requirement to complete the progress check for children between the ages of two and three years, so that she is aware of their progress at this stage.

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

Children are happy and enjoy their time with the childminder and her assistance. Their personal, social and emotional development is addressed well. They demonstrate that they feel safe and secure and develop strong attachments to the childminder, which supports their emotional well-being. For example, the children naturally seek comfort and cuddles if they are feeling tired or upset. Children are appropriately supported in the move from home into the childminder's care. Parents are invited to look around the setting and the childminder gathers information about each child's ongoing care needs. For example, information is obtained about children's known medical or dietary requirements. This promotes stability in the children's care and supports their continual well-being. The childminder understands the importance of supporting children's moves into other early years settings and reception class in school. For example, the childminder takes children

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

to local toddler groups, which provides them with opportunities to socialise with other adults and children. In addition, the childminder discussed teaching children to recognise their name and supporting them to develop effective personal hygiene routines and to independently put on and take off their outdoor clothing.

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

The childminder sensitively reminds children to share and take turns. This allows children to develop a good understanding of appropriate and inappropriate behaviour. The childminder uses lots of praise to give encouragement when children are helpful and cooperative, building their self-esteem. The childminder is a relevant role model for the children, treating them with respect and kindness. Children sit together at a table for snacks and meals. Young children understand this because they sit in their chairs when the childminder suggests they have something to eat. This supports their personal and social skills during mealtimes. The childminder offers a range of fresh fruit for snacks and parents provide food for other mealtimes. This helps to contribute to a healthy diet and ensures that children's individual preferences are included. However, the childminder does not always ensure the tables and work surfaces are suitably cleaned before children sit

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

down to eat, this is not effectively supporting children's well-being and good hygiene practices. Children are developing independent skills as they feed themselves and drink from cups. The childminder ensures that children are able to access water to drink throughout the play sessions, so they do not get thirsty.

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

Children's good health is protected because the childminder encourages them to be physically active. She provides a variety of outdoor physical play equipment that is sufficient for children at different stages of development. Children develop physical skills when they play ball games and they enjoy playing on wheeled bikes. This does not have pedals and so children scoot with their feet promoting their balancing skills. Children learn safety rules, by practising the fire drill and evacuation procedures needed if an emergency situation arose. Children learn how to cross the road safely when attending the local school to drop off older children. Information on the childminders practice, with regard to safety, illness and accidents, is shared with parents at the first meeting by the childminder informing parents of her written policies.

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provision

Children are safeguarded because the childminder has an adequate understanding of her responsibilities regarding the safeguarding and welfare requirements of the Early Years Foundation Stage. She has knowledge of the indicator signs of abuse and is aware of the processes to follow to report concerns. Written safeguarding procedures, local guidance and appropriate contact details of professional agencies can be accessed in her policy to support the childminders practice. Additionally, the childminder has developed a range of policies and procedures, which she uses to support her practice. For example, the childminder implements her behaviour management policy effectively and her complaints procedure is available for parents, which ensures parents know how to make a complaint. The childminder's supervision of the children is good. She understands how to minimise children to potential risks in her home. For example, the childminder has erected safety

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provision

barriers to prevent children from having unsupervised access to the kitchen and stairs. Additionally, the premises and garden are secure. All necessary checks have been completed for members of the household aged 16 years. For example, Disclosure and Barring Service checks have been completed.

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provision

Partnerships with parents are sufficient. However, partnerships with parents focus mainly on care practices and do not help guide parents in helping support their child's learning at home. Daily verbal and written feedback keeps parents informed. The childminder has started to encourage parents to make entries in their child's daily diary, to help support and extend children's care and learning needs. Children do not currently attend any other settings that deliver the Early Years Foundation Stage. Regardless of this, the childminder is clear about developing partnerships with other early years settings and local schools to support continuity of care and learning for each child.

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provision

The childminder has a satisfactory knowledge of child development. Although she carries out observations and assessments of the children in her care, these are not yet used consistently to inform planning of activities to ensure that children make good progress. The childminder accesses training through the local authority and online sources, demonstrating her willingness to keep up to date and improve practice for the children for whom she cares for. The childminder has evaluated her practice, and is aware of the areas in need of improvement. She has, however, been unable to secure the training she feels she needs to help her improve and has lacked confidence to try new systems without support. As a result, children may not make sufficient progress to support their future 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 EY333054 Local authority Leicester City Inspection number 878122 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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