Childminder in Nottinghamshire

Inspection date

Previous inspection date 20/11/2014 09/12/2008

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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 provides a wide range of good-quality resources to support children's play across all areas and the quality of teaching is good. As a result, children make good progress in their learning and development.  The childminder builds warm, close relationships with children and this gives them a strong sense of security.  The childminder sensitively promotes children's good behaviour with lots of praise and encouragement.  Children are safe because the childminder implements effective safeguarding policies and practice and supervises children vigilantly.  The childminder uses effective systems to monitor her planning and teaching so that children consistently make good progress and continually improve their learning experiences.

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It is not yet outstanding because

 The childminder does not fully maximise opportunities for children to explore, investigate and think creatively as the flexibility to use toys and equipment in a variety of ways is occasionally limited.  The effective systems for working in partnership with parents does not yet fully include information about how they can help support their child's learning at home.

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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 had a tour of the areas used for childminding.

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Inspection activities

 The inspector observed children during activities inside and outside and at snack times.

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Inspection activities

 The inspector looked at children's assessment records and a range of other documentation.

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Inspection activities

 The inspector checked evidence of suitability of the childminder to work with children and the childminder's self-evaluation form.  The inspector took account of the views of parents from written feedback provided.

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Information about the setting

The childminder registered in 2008 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her two adult children in a house in Mapperley, Nottinghamshire. The whole of the ground floor is used for childminding and there is a rear garden for outdoor play. The childminder has cats and a dog as pets. 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, seven of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7.30am to 6pm, Monday to Friday and the occasional Saturday, except for 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:

 enrich existing opportunities for children to think more creatively as they play, for example, by increasing the range of natural materials and resources that can be used in a variety of ways

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

 enhance the existing good partnerships with parents by providing them with information about how they can further support their children's learning at home.

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who attend

The childminder has a secure knowledge and understanding of the seven areas of learning and fully supports children's development. Planning is well thought out and meets children's individual needs well. The childminder provides a stimulating learning environment both indoors and outdoors, covering all areas of learning. There are ample resources and toys for the children to access and they are stored at a low level to allow children to make individual choices as they play. However, the resources used have a specific range of uses, for instance, a toy garage and cars or kitchen with food and utensils. This sometimes limits children's opportunities to think creatively and use resources flexibly and in a variety of ways. The childminder provides opportunities for children to develop physically through the regular use of local parks and the extensive rear garden. Children explore and investigate nature and how things grow, for example,

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who attend

through planting vegetables. Children take an active role in planting and watering these through to harvest. This supports their understanding of how to care for living things. Children learn about a wider society as the childminder has a keen interest in culture and religion. They use resources that reflect positive images of a wider world, such as ethnic dolls, books and play figures. They take part in activities and learn about different festivals and celebrations, such as Diwali, Eid, Chinese New Year and Kwanzaa. These activities ensure children are well prepared for the next stage of their learning, such as pre-school or school.

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who attend

The childminder spends time getting to know the children well when they start, and through discussion with parents and regular observations she is able to understand what children know and what they can do. She uses the information from parents to further enrich her own planning to provide a range of age-appropriate activities for each child, taking into account their interests and abilities. As a consequence, children are actively engaged in their play and make good progress. The childminder communicates with parents verbally on a daily basis about what the children have been doing and shares their achievements. However, information shared with parents does not yet fully include guidance about how they can further support their child's learning at home. The childminder is fully aware of the need to complete the progress check for children aged between two and three years. This means any areas of concern are identified, so that

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who attend

early intervention can be sought if necessary.

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who attend

The childminder interacts well with children during their play, which helps to develop their personal, social and emotional development as it makes them feel special and valued. She effectively supports younger children's communication and language development and asks open-ended questions. She talks with children continually and encourages them to repeat words. The children thoroughly enjoy playing with the dried rice in the sand tray. They scoop and pour the rice into water wheels and watch in delight as they turn. The children repeat this skills showing a developing awareness of how things work. A running commentary from the childminder as the children play, introduces new mathematical vocabulary, such as 'big' and 'small', as they compare buckets. Teaching is consistently good as the childminder demonstrates the ability to play alongside the children and enhance their learning through skilful questioning and discussion. Consequently, children

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

Children are happy and settled in the care of the childminder. She is very caring towards the children and they feel emotionally secure, as they sit on her lap to play and look at books. The childminder knows the children well and is very sensitive to their needs. The childminder works with parents to implement the effective settling-in procedures to ensure that children are emotionally secure when they start at her home. Children regularly approach the childminder for support and this suggests that they feel emotionally secure in her care. Children clearly learn to adapt to different environments because the childminder provides many opportunities to attend playgroups. Consequently, children learn to join in with large group activities away from the childminder's home. As a result, they develop good skills to interact with peers in a range of situations before they move to other settings, such as pre-school or school. This lays a firm foundation for their future

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

learning. Children are well behaved because the childminder uses age-appropriate methods to promote their good behaviour. There is a strong emphasis on encouraging children to share and take turns. The childminder patiently persists in helping children to understand the importance of taking turns and they respond positively to her requests. Similarly, children say 'please' and 'thank you' when prompted by the childminder as she serves snacks. Therefore, they are developing good social skills. Children enjoy their nutritious snacks with a selection of fresh fruit, and they regularly drink water. Children independently wash their hands before and after they eat or when they take part in messy activities. Children can access their own care bag that includes a hairbrush and toothbrush, as well as their own flannel for washing. The childminder teaches children to be independent in managing their personal care routines and dressing themselves as they

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

get older, so they are well prepared for nursery and school.

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

The childminder implements secure and effective measures to promote children's ongoing safety in both the indoor and outdoor environment, as well as on outings. Risk assessments are thorough and clearly identify hazards and any action taken to minimise these. Children develop an awareness of their own safety through practical and play activities. They take part in emergency evacuation drills each term. Children enjoy a range of physical activities on a daily basis to support their well-being. They make regular use of local parks and walk to the local schools to collect children. This enables children to enjoy the benefits of fresh air while developing their physical skills.

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provision

The childminder has a very good understanding of the safeguarding and welfare requirements. Children are safe because the childminder has a very good knowledge of safeguarding and child protection. She fully understands what process she would follow should she have concerns about a child in her care and, if allegations were made against herself. The childminder has attended recent relevant training and her good practice reflects the effective written policies. She supervises children vigilantly and keeps harmful kitchen fluids or objects out of reach. Doors to areas where children are not able to go and securely locked. The premises are secure and the childminder carries out daily risk assessment. As a result, children are safeguarded well.

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provision

Children's learning experiences are continually improving because the childminder monitors and evaluates her teaching and planning. She has a good understanding of the learning and development requirements, which mean children make good progress. The childminder carries out effective self-evaluation processes, which means she identifies areas for improvement in her practice and acts upon them in order to improve all aspects of the provision. Since the last inspection, the childminder has made good progress. For example, thorough risk assessments are carried out, which contributes to keeping children safe. The views of parents and children are included in this process, so that all their needs are met and they are very well informed about the childminder's policies and procedures that underpin her practice. She has good links with other local childminders, with whom she shares ideas and best practice each week, as they attend a play session especially for

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provision

childminder's. The childminder understands the importance of working in partnership with other professionals to provide additional support for children, should the need arise.

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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 EY378972 Local authority Nottinghamshire Inspection number 821491 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 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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