Childminder in Derbyshire

Inspection date

Previous inspection date 11/11/2014 05/05/2011

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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 provides a broad educational programme because she has a good understanding of the different areas of children's development. As a result, children engage in interesting activities that challenge their learning.  Overall the childminder uses a range of effective teaching strategies. Therefore, children make good progress in their learning.  Children are safeguarded from harm because the childminder has a sound understanding, supported by clear procedures, of how to deal with concerns about children's safety and welfare.  Children are happy and confident in the childminder's care because they form secure attachments to her and enjoy their time at the welcoming family home.  Partnerships with other settings are strong because the childminder shares relevant information with them about children. As a result, children experience continuity in their care and education.

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It is not yet outstanding because

 Children's thinking skills are not always extended because the childminder, at times, does not maximise opportunities for children to think about other ways of using resources.  The childminder does not always make the most of strong relationships with parents. Consequently, opportunities to further extend learning at home are not maximised.

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Information about this inspection

Inspections of registered early years provision are:  scheduled at least once in every inspection cycle – the current cycle ends on 31 July

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage or where assessment of the provision identifies a need for early inspection  prioritised where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector toured the areas of the premises used for childminding.

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Inspection activities

 The inspector observed practice and the interactions between the childminder and children during play and care routines.

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Inspection activities

 The inspector looked at a range of documentation, including parental questionnaires, policies and procedures, and reviewed the children's files that contained observations, planning and assessments.  The inspector spoke with the childminder at appropriate times during the inspection.

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Inspection activities

 The inspector checked evidence of the childminder's qualifications and the suitability of adults in the home.

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Information about the setting

The childminder was registered in 1997 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her parents in Chesterfield, Derbyshire. The whole of the downstairs of the childminder's house is used for childminding and there is a garden for outside play. The family has a range of pets, including dogs and horses. There are currently 17 children on roll. Of these, seven are in the early years age range and attend for a variety of sessions. The childminder collects children from the local school and pre-school. The childminder operates all year round, from 7am to 6pm, Monday to Friday, except bank holidays and family holidays.

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

 encourage children to further develop their problem solving and thinking skills by providing even more opportunities to use resources in different ways and by modelling thinking strategies

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

 use the already strong partnerships with parents to extend strategies that further promote learning at home.

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who attend

The childminder has a good understanding of how children learn and she effectively supports their development so they make good progress in their learning. Overall, she uses a variety of good quality teaching strategies to promote children's learning during activities. For example, children enjoy cutting and sticking paper feathers onto a picture of an owl. The childminder knows the children well and chooses tools that will challenge their developing physical skills. She supports them to use the scissors for the first time, praising their success. The activity effectively generates conversation between the childminder and children that encourages their communication and language skills. Children develop their understanding and knowledge of the natural world as they discuss where the owl lives and other animals that come out at night. Occasionally, the childminder does not maximise opportunities for children to explore how resources, such as sand and craft materials, can

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who attend

be used in different ways. As a result, children's thinking skills are not always fully extended.

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who attend

Children enjoy playing with an interesting range of resources and the childminder uses her good knowledge of the different areas of learning to ensure that the curriculum is broad. For example, construction resources, books and role-play equipment are freely available. The childminder chooses resources that reflect children's current interests, for example, the fire station toys complement the topic about fire safety. She engages children effectively because she uses information from parents about their recent visit to the doctors to extend role play with baby dolls. The childminder supports learning across the different areas through play and adult-led activities. For example, drawing activities are used by the childminder to assess, reinforce and extend children's knowledge of colours.

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who attend

The childminder makes regular observations of children that are linked to the different areas of learning. Observations are used to inform ongoing, accurate assessments of their achievements. The childminder clearly tracks children's progress using information about child development. Assessments show that children are making good progress. Observations and assessments are used to plan specific activities, which promote children's next steps in learning. For example, activities using magnetic letters and drawing materials are used to complement children's progress towards recognising the letters in their name. As a result, children are beginning to develop the skills and knowledge they will need when they transfer to school. The childminder completes a comprehensive progress check for children aged between two and three years that includes comments on the characteristics of effective learning the children show.

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

Children thrive in the warm and welcoming family home provided by the childminder. They form secure attachments to the childminder because she uses information from parents about children's preferences and comforters, to ensure there is continuity of care. The childminder has a large range of animals in the garden and children benefit from being involved in their care. They are learning to be kind and gentle when they stroke them and they are developing thoughtfulness of others as they find fresh grass for the rabbits. Children's personal, social and emotional development is promoted because the childminder clearly praises their efforts and children proudly display their creations around the fire place. As a result, they are gaining confidence and self-esteem that will support them as they transfer to school. The children enjoy talking about the others who attend during the week and the childminder supports them as they learn to play alongside each

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

Children are developing healthy lifestyle habits because they walk daily to the school, bounce on the trampoline in the garden and visit the local woods and countryside. The childminder provides a range of healthy snacks and meals according to their preferences. Children's understanding of how to manage their own risks is effectively promoted because the childminder supports them as they learn to negotiate the steps and slippery slope in the garden. Children behave well and respond quickly to instructions from the childminder, as she explains to them how it will keep them safe. For example, they learn about why they must sit down on the chair and that scissors must be handled carefully because they are sharp. Older children are learning about road safety because the childminder makes her expectations about behaviour on the journey to school clear.

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

The childminder provides a stimulating and well-resourced environment that allows children to choose toys and follow their own play. For example, children enjoy choosing their own books or exploring the collections of natural materials and mini-beast models in a tray. The free access to resources promotes their independence and they also cooperate well with routines. For example, they are learning to put on their coat and boots independently. The childminder encourages the development of good hygiene habits because she supports children to wash their hands after touching the animals and before they eat. Children effectively manage their own personal needs according to their age because the childminder works well with parents and other settings.

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provision

The childminder has a sound understanding of her responsibility to safeguard children from harm. She has a good knowledge of what would cause her concern about a child's safety or well-being and what she would do to protect them. Information from training is used by the childminder to support her practice and inform her clear policies and procedures about how she would respond to issues and who she would contact. All adults associated with the household have undergone checks on their suitability to be with children. The childminder has a wide range of other policies that support the effective organisation of her setting. For example, emergency contact details for children are clearly recorded and easy to locate. The childminder completes risk assessments for aspects of the home and regular outings. These are reviewed regularly and the childminder is continuously alert to ongoing checks that need to be made to ensure the environment is

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provision

The childminder is able to effectively monitor the educational programme she provides because she uses a comprehensive assessment process. She links all her observations to the different areas of learning so she can easily review children's progress and ensure they make progress across the curriculum. Since her last inspection, the childminder has reviewed and developed her observation and planning system. As a result, it better reflects individual children and their needs. The childminder reports positive feedback from parents about their appreciation for the care she provides their children. Her self- evaluation process identifies her strengths and sets out priorities for improvements, including updating training, equipment and resources.

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provision

Children, who attend the local pre-school, benefit from strong and effective partnerships between the childminder and the staff. They use a communication book to record achievements and monitor any issues. The childminder also shares and receives information about the assessments that are made for children aged between two and three years. As a result, children receive continuity in their care and education. Children who are bilingual are effectively supported because the childminder understands the different words they sometimes use. The childminder has strong partnerships with parents and regularly shares assessment information with them. However, she does not always maximise these relationships and opportunities to share information about how she is supporting a specific area of development and how parents can further promote children's learning at home.

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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 207389 Local authority Derbyshire Inspection number 871152 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 17

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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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