Clarke, Shelley Louise

Inspection date

Previous inspection date 19/11/2014 23/10/2009

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early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder has a good understanding of her responsibility to keep children to safe and promote their welfare, and has good knowledge of how to do this. She has effective procedures for safeguarding that ensure children are kept safe in her care.  Children make good progress towards the early learning goals through the childminder's effective teaching. She effectively observes and assesses children's learning and prioritises where they need support.  The childminder gathers and shares useful information with parents and carers. This includes comprehensive and specific information on how they can consistently support children's next steps of learning at home.  Children form secure emotional attachments with the childminder and her assistants and show high levels of confidence in the setting. They enthusiastically explore their environment and participate in activities with enjoyment.  The childminder shows a strong commitment to continually developing her practice to

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It is not yet outstanding because

 The childminder does not maximise opportunities for children to use the outdoor area to further enhance their curiosity and mobility skills.  The childminder does not consistently make good use of her assistants during child initiated play in order to enrich children's learning.

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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 held discussions with the childminder and her assistants and spoke to the children present.  The inspector undertook a tour of the premises and the areas used for childminding.

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Inspection activities

 The inspector observed activities within the inside environment, including care routines.

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Inspection activities

 The inspector looked at children's assessment records, planning documentation, evidence of suitability of household members and a range of other documentation, including the safeguarding procedures.  The inspector took account of the views of parents through written comments.

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Information about the setting

The childminder was registered in 2009 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and children in a house in Leicester Forest East, Leicestershire. All of the ground floor, with the exception of the main kitchen, is used for childminding. There is a rear garden available for outside play. The childminder attends a toddler group and activities in the local area. She visits the shops and park on a regular basis. The childminder collects children from the local schools and pre-schools. There are currently nine children on roll, of whom eight are in the early years age group and attend for a variety of sessions. The childminder works with two assistants. She operates all year round, from 7.30am to 5.30pm, 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:

 maximise opportunities for children to use the garden on a regular basis to enable them to explore and build on their growing mobility

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

 make better use of the assistants, particularly during child-initiated play, in order to enrich children's learning.

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who attend

The childminder is enthusiastic and passionate about her work. She demonstrates a good knowledge of the learning and development requirements of the Early Years Foundation Stage. The quality of teaching is good. The childminder effectively supports children in all areas of learning by providing them with a variety of interesting and challenging activities. She stores many good quality resources at child height and provides a range of spontaneous and planned learning experiences that cover the seven areas of learning. As a result, children make good progress. However, occasionally, the assistants are not deployed effectively, particularly during child-initiated play, to enable them to maximise and enrich children's learning. The childminder is very effective in observing children's learning and identifying what they can do. She analyses the information, using what she knows of children, along with a software programme, to establish each child's stage of

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who attend

development. From this, she appropriately identifies where they need support to help them to move forward in their learning. Regular discussions between the childminder and her assistants ensure that all of them working in the setting know the children well and where they need support. The childminder takes time to engage with parents before children begin to find out about their interests, likes and dislikes and what they can do. Furthermore, she works closely with parents to agree where learning may need challenge or more support, offering ideas to build on this within the home environment. Parents have regular opportunities to view the observations and assessments completed by the childminder, through the software programme she uses. In addition, they too are able to include appropriate developmental milestones they have observed. As a result, partnerships are strong.

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who attend

The childminder and her assistants, provide opportunities to support children's engagement in experiences. They meet their individual learning needs, as well as building on encounters that have occurred out of the setting. For example, children collected various natural resources during a nature walk. These were put in water and frozen. Children explore this with their hands and various tools, commenting on how cold this feels and what the items are they can see, recalling their walk. This experience builds on children's understanding of the world, their imagination and curiosity, along with building on their language skills. Children benefit from taking part in regular outings as they visit local groups, places of interest and the library. They are able to socialise with other minded children and make friendships. This supports children well in developing their understanding of their local community and helps prepare them for their future learning.

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who attend

Children's communication and language is well supported through the positive interactions the childminder and the assistants offer. For example, as they offer a cup of tea, the assistant uses a range of open-ended questions to explore their understanding. Further to this, children take part in singing activities each day, using their voices and actions. They clearly enjoy this as they laugh when the assistant sings 'row, row the boat', squealing with joy at the line 'if you see a crocodile don't forget to scream'.

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who attend

The childminder regularly plans creative activities for children, such as making pictures, models and exploring varied mediums. Where children use materials, the childminder and her assistants effectively promote their imagination and creativity. For example, children have individual flower pots and are given the freedom to create their own unique design. Children's physical skills are developing appropriately. For example, they feed themselves with ease and use the available space to move easily and confidently.

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

The childminder and her assistants are friendly and relaxed in their approach, which promotes a positive atmosphere. Consequently, children are emotionally secure. All children are comfortable with all of the assistants that work in the setting and enjoy their company. They demonstrate this by approaching them for comfort as well as engaging them in role play, for example, feeding the doll. Good settling-in procedures support children's emotional stability, as time is given to allow parents and their child to visit over a period of time. This allows the whole family to build trusting relationships with the childminder. During this time, the childminder works closely with parents to ensure that children are able to settle at their own pace. As a result, there is a smooth transition from home to the setting and children develop a strong sense of belonging. Children develop an awareness of being safe and how to stay safe by the consistent

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

routines and reminders the childminder and assistants provide. For example, they are reminded to pick toys up off the floor when not using them to avoid tripping over them. Furthermore, children are actively involved in emergency evacuation drills to help them learn about what to do, should they need to leave the house quickly. Foods offered to the children are varied and meet with each child's specific dietary requirements in agreement with the parents. Foods and snacks offered are healthy, well-balanced and enable children to have a choice in what they eat. For example, at lunch children were asked what they would like in their sandwich and which fruit they would like. Additionally, drinks are easily accessible and even the youngest children can help themselves because they are stored at a low level and within easy reach. Children have regular access to fresh air and exercise through walks out in the community, visits to parks and stay-and-play sessions. This helps

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

to enhance their physical skills. However, opportunities for children to use the garden to develop and build on their growing mobility and curiosity are not consistently offered.

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

Children play in a clean and well-presented home. Both the indoor and outdoor learning environment are well organised and resourced to promote children's enjoyment and achievement. Children access toys easily, as most are stored at their level. This means that children can make individual choices in their play. Children behave well and the childminder and her assistants manage children's behaviour well through praise and encouragement. Children begin to understand what is expected from them from consistent messages and daily routines. For example, they know that they need to wash their hands before meals and older children are reminded to be careful of those younger than them. All of this helps to support children's emotional stability and confidence in their environment.

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provision

Children are kept safe because the childminder has developed robust risk assessments, which she and the assistants regularly monitor to ensure that the premises are secure and any hazards are successfully minimised. The childminder and assistants have a secure understanding of how to safeguard children from harm, through both the physical environment as well as their individual welfare. The childminder ensures that parents are fully informed of the safeguarding procedure, so that they are aware of the action she would take if she had cause for concern. In addition, a clear and well written policy is in place and regular training is completed to ensure that she keeps up to date with changes, as required, to enhance her knowledge. As a result, children are well protected from harm. A good range of policies and procedures, relating to the varied age groups the childminder cares for, are in place and shared with parents, ensuring they are fully informed about

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provision

each aspect of the service she provides.

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provision

The childminder has a good understanding of the requirements of the Early Years Foundation Stage. Children's progress is carefully monitored to make sure they meet developmental milestones. She uses a software programme to support the observations she makes on children's learning, enabling her to track and assess children's development. Since the last inspection, the childminder has made good progress. For example, she has developed comprehensive procedures for observation, planning and assessment, which supports and promotes children's continued learning. Regular training is accessed to enable the childminder and her assistants to keep up to date with change. For example, the childminder and one of her assistants have completed a foundation degree in childcare, along with a first-aid training course. In addition, the childminder is currently undertaking a degree in early years to enhance her practice. The childminder supports her

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provision

assistants in furthering their own professional development. For example, she has systems in place to provide support through meetings and appraisals. The process for self- evaluation is ongoing and the childminder recognises the areas within her practice that need to be addressed, in order to support continuous improvement for the benefit of children who attend.

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provision

The childminder has developed good working relationships with parents. Information is continually shared to ensure that children's individual care and learning needs are consistently met. Parents speak highly of the service that she provides, how much they appreciate the positive sharing of information with them and how happy their children are. The childminder works with parents to complete the progress check for children between the ages of two and three years to share with other professionals. She understands the importance of partnership working and, in the past, has established links with other settings to support continuity of learning for all children.

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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 EY387757 Local authority Leicestershire Inspection number 821718 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 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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