Childminder in Derbyshire

Inspection date

Previous inspection date 13/11/2014 06/10/2008

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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 childminder is skilful in establishing what children already know and can do. She identifies appropriate next steps in learning and provides a wide range of activities to help children move forward in their learning and development.  The childminder and her assistant have a good understanding of child protection procedures. They consistently promote children's safety through effective practice.  The childminder gives good support to help children to settle and to feel comfortable, secure and included within the setting. As a result, children are confident and thoroughly enjoy themselves.  The childminder is effective in evaluating her own and her assistant's practice. She gathers the views of parents and carers and makes changes to her provision to benefit the children who attend.

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It is not yet outstanding because

 On occasion, the childminder does not fully support children to develop their confidence and self-awareness, as opportunities to express their own preferences and interests are not maximised.  The childminder does not provide detailed information to parents and carers about how to support their child's next steps of learning at home, to help children make even swifter progress towards the early learning goals.

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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 observed activities in the playroom.  The inspector discussed a planned activity with the childminder.

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Inspection activities

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

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Inspection activities

 The inspector checked evidence of suitability of adults living on the premises, the childminder's qualifications and self-evaluation form.

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Inspection activities

 The inspector took account of the views of parents and carers from information included in the setting's own parent and carer survey.

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Information about the setting

The childminder was registered in 2008 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and four children in Linton, Swadlincote. The whole ground floor of the house and the rear garden are used for childminding. The family has a pet rabbit and a cat. The childminder attends a toddler group. She visits the park on a regular basis and collects children from the local schools and pre-schools. The childminder works with an assistant. There are currently seven children on roll, five of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. She holds a qualification at level 3.

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

 enhance opportunities for children to fully develop their confidence and self- awareness by enabling them to express their own preferences and interests more frequently

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

 strengthen the already good partnership with parents and carers by providing additional information on how they can support their child's learning at home, to help children make rapid progress towards the early learning goals.

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who attend

The childminder has a good knowledge of how children play and learn, and as a result, children make good progress towards the early learning goals. The childminder is skilful at observing children during play to identify what they can do and what their current stage of development is. She then effectively plans appropriate activities to help children to move forward in their learning. The childminder and her assistant are effective at supporting children's learning during play and introduce other aspects of learning, even when this has not been originally planned for. For example, during an activity where the childminder and her assistant are supporting children with language and social skills, they follow the children's interests and also incorporate literacy, as the children show an interest in the marks they make. For older children they provide an appropriate focus on learning how to write letters and recognise letter sounds. This helps children to develop the skills they

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who attend

need in preparation for school. Both the childminder and the assistant capture children's interest in the activities, through their enthusiastic and engaging approach. This means that children are keen to join in and develop a positive disposition and attitude towards learning.

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who attend

The childminder and her assistant use effective teaching methods to support children's learning and development. For example, they demonstrate different movements during an action song, to encourage children to move in different ways. They introduce musical instruments and show the children how to use these, encouraging them to develop their physical skills as they shake or strike the instruments along to the music. The childminder effectively supports children's interest of books, encouraging them to self-select favourite stories to look at independently and to listen to. She effectively captures younger children's attention by prompting them to look at the pictures and if they struggle to maintain attention, asks questions to re-engage them. There is effective support for children's communication and language skills, as the childminder encourages children to learn new words. For example, when exploring the texture of baby lotion, she uses words

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who attend

such as 'soft' and 'yucky' and encourages children to attempt to repeat them. The childminder successfully encourages children to develop their independence in most areas, for example, by allowing them to self-select additional resources to play with and promoting their self-care skills at mealtimes. However, the childminder and her assistant occasionally disrupt children's play by prompting them to start doing something else, when they have not finished what they are doing. As a result, children's confidence and self- awareness are not fully maximised as they are not always encouraged to make their own choices or express their preferences freely.

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who attend

The childminder gathers and shares some useful information with parents and carers about their child's learning and development. She uses their contributions to identify what their child can do when they first start, and uses this to plan future activities to help them make progress. She shares examples of children's learning that she has observed during their play and regularly gives parents and carers information about children's identified next steps in learning. She also encourages parents and carers to share examples of their child's learning at home, using an effective display to encourage their involvement. However, the childminder is not yet providing detailed information to parents and carers about how they can support these next steps of learning at home, to fully encourage them to build on children's achievements and support their children to make rapid progress towards the early learning goals.

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

The childminder and her assistant effectively promote a positive atmosphere. This helps children to feel emotionally secure and included. The childminder and her assistant have a warm and friendly manner and promote high levels of enthusiasm during play and activities. As a result, children are keen to join in and enjoy themselves. The childminder and her assistant give equal attention to the children and encourage them to show an interest in what others are doing, to support them in making positive relationships with their peers. Any minor disagreements are dealt with calmly and children are supported in sharing, taking turns and recognising the impact of their behaviour on others. In addition, the childminder and her assistant provide additional toys for children to play with, where they recognise that there are current interests or favourites, to minimise any disagreements. The childminder continually gathers information from parents and carers

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

about children's routines and interests so that she continues to meet their needs. She has stories to share with children, to prepare them for when they go to other settings or to school. Children engage in role-play activities based on school. The childminder gathers information from parents and carers to identify any particular concerns children have and how she can support these. She also encourages the older children to share their positive experiences about school. Consequently, children are emotionally well prepared for the move to school.

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

The childminder and her assistant work well together to support children's routines, enjoyment and learning. They have established their roles during the day, so that they undertake tasks with the minimum of disruption to children. They communicate well with each other throughout the day, for example, to confirm the pre-school pick-up routine and that children's safety is being maintained. They also share useful information about the children, so that they both get to know the children really well. The large and well-laid-out playroom provides an interesting and stimulating space for children to play. A large range of toys and resources are available for children to supplement their play. The childminder and her assistant are effective in identifying when younger children may need suggestions to extend their play. The outdoor environment is spacious and supports children's learning through the provision of an appropriate range of toys and resources and activities.

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

The childminder effectively supports children's understanding of how to stay safe through appropriate discussions and activities. For example, she discusses road safety and fire safety, and children practise the evacuation procedure. The childminder also takes the opportunity to initiate discussions about safety during play, for example, when they pretend they are making a hot drink in the role-play area. The childminder and her assistant explain how to do things safely, for example, laying out particular toys in an area where children cannot trip. The childminder effectively teaches children about good health and a healthy lifestyle. The childminder and her assistant consistently encourage children to wash their hands at appropriate times and give support to younger children, where appropriate. They prompt children to look at the hand washing poster to remind them of the routine. The childminder has recently introduced additional books which focus on

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

healthy eating, to support children's understanding in this area. She encourages children to recognise that some foods are best eaten in small quantities.

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provision

The childminder effectively organises her service to meet the safeguarding and welfare requirements of the Early Years Foundation Stage. She effectively promotes children's safety, because there are appropriate procedures in place and these are consistently followed by both the childminder and her assistant. They both have a good understanding of child protection issues, including signs and indicators of abuse and the procedures to follow in the event of any concerns. There is a clear procedure to follow in the event of an allegation being made against the childminder or her assistant, which ensures that the safety and welfare of the children are given priority. The childminder is aware of changes, events or incidents that need to be notified to Ofsted. She gathers relevant information to thoroughly establish the suitability of adults working on the premises. The childminder completes a check of the premises before children arrive, to ensure that it is safe for them

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provision

to play. The childminder and her assistant supervise children at all times. There is a clear record of who is working on the premises at any one time. All these measures help to keep children safe and secure.

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provision

The childminder is continually evaluating her practice. She includes contributions from her assistant and parents and carers to identify her strengths and any areas for improvement. She implements relevant changes to her practice, where she identifies useful ideas or suggestions. For example, she has recently introduced a more detailed and focused next steps of learning sheet. She takes appropriate action when she identifies that she needs to improve her practice, for example, seeking advice from her Local Authority Childcare Improvement Officer or borrowing additional resources from other settings. The childminder regularly gathers feedback from parents and carers and they confirm that they are happy with the service she provides. The childminder continues to develop her own knowledge and skills, which in turn improves her practice and benefits the children who attend. She takes the opportunity to develop activities, based on the ideas she gathers

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provision

from training, to support children's learning and development. For example, she has introduced specific activities that support children's speech and language development following training on 'listening boxes'. As a result, children move forward quickly in their learning. The childminder effectively manages and supports her assistant. She ensures that she is familiar with the routine of the day so that she can support children's needs, without the need to give direction. Along with the assistant, she identifies additional training or experiences that they both will benefit from. She introduces additional responsibilities in a phased way, so that she can check the assistant's understanding and give appropriate support where needed. Both the childminder and her assistant are well qualified. As a result, they are both knowledgeable about how children learn and develop and this contributes to ensuring that the quality of the provision is consistently good. The

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provision

childminder undertakes suitable monitoring of children's progress and makes sure the educational programme is spread across the seven areas of learning.

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provision

The childminder has effective partnerships with parents and carers to meet children's needs. She shares a range of information, both when the child first starts at the setting and on an ongoing basis. This includes a folder of information about herself, her training, her assistant, and her policies and procedures. She displays useful information about her setting on a noticeboard, including her registration certificate and latest inspection report. She has daily discussions when parents and carers drop off or collect their child. She provides a detailed daily diary to inform parents and carers of what their child has done during the day. Consequently, parents and carers are well informed about the standards of care to expect and are kept up to date with their children's activities. The childminder has well-established partnerships with other settings that children attend. She ensures that they regularly share information about children's learning and development to

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provision

promote continuity and help children make good progress across all settings they attend.

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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 EY370300 Local authority Derbyshire Inspection number 857994 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 7

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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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