Burrows, Tracy Leigh

Inspection date

Previous inspection date 24/11/2014 15/05/2009

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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 understands how children learn. She supports all children to make good progress through child-initiated and structured activities. She has a wide range of different natural resources to stimulate children's interests and keep them motivated.  There is a warm, welcoming and stimulating learning environment in which children are secure, happy and confident to express themselves.  The childminder effectively teaches young children to communicate, as she encourages their emerging language skills by repeating words clearly and acknowledging their efforts.  The childminder understands her responsibilities for child protection. She has clear procedures in place to ensure the environment is safe and secure. As a result, children are kept safe.

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It is not yet outstanding because

 The childminder's systems for sharing information with other childcare providers are not fully developed. As a result, opportunities to complement learning and enhance the planning of future activities are not always maximised.  The childminder does not always share information with parents about activities they can do to 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 toured the premises used for childminding.

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Inspection activities

 The inspector observed interactions between the childminder and children during play and at snack time.

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Inspection activities

 The inspector looked at a range of documentation, including parents' written comments, planning documentation, policies and procedures, and children's learning records.

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Inspection activities

 The inspector checked details of the childminder's qualifications and training. She also checked evidence of suitability for all household members.  The inspector carried out a joint observation with the childminder.

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Information about the setting

The childminder was registered in 2005 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and their three children in Dronfield, Derbyshire. The whole of the ground floor, one upstairs bedroom and the rear garden are used for childminding. The family have a dog, cats and a tortoise as pets. The childminder attends toddler groups and is a member of the local childminding group. She visits the shops and park on a regular basis. She collects children from the local school and pre-schools. The childminder holds a relevant qualification at level 3. There are currently 14 children on roll, six of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder supports children with special educational needs and/or disabilities.

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

 strengthen the links with other childcare providers to share ongoing information about children's development more consistently, in order to further complement and support their learning

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

 strengthen further the regular sharing of information with parents, in order to encourage and enable them to support children's learning and development at home so that children make the very best progress.

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who attend

Children are supported well in their learning and development as the childminder is sensitive to their needs and interests. She understands how children learn through play and offers a good range of activities that link with their interests and support their increasing abilities. There is a strong emphasis on child-initiated play and this is highly supported through positive interaction from the childminder. As a result, children make good progress and are well prepared for their next stage in learning, and eventual entry to school. The childminder gathers good information from parents when children first attend her provision, so that she is familiar with the children's capabilities, interests and routines. She uses this information efficiently, alongside her own observations, to complete children's starting points, which are shared with parents. This enables her to plan learning experiences for children in line with their initial starting points. Through the childminder's

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who attend

observation and planning process, she identifies what children are able to do and what their next steps in learning will be. She produces a termly summary, which is shared with parents who are encouraged to add their comments. However, the childminder does not consistently suggest activities the parents could do with their child to link in with their next steps in learning, to ensure that children's learning continues to be consolidated and extended. She tracks children's progress and matches this to the expectations of the Early Years Foundation Stage to ensure children make progress over time. The childminder cares for a number of children who attend the local pre-school and early years children who attend the local school. Systems for sharing information with other providers about children's learning and development are in their infancy. There is scope to enhance these links to promote the sharing of observations of children's learning and future planning, to

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who attend

enhance and consolidate their learning and maximise their progress.

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who attend

Young children enjoy playing with a wide range of natural resources, for example, shells in the home corner are cooked to make tea. The childminder provides a good range of activities to stimulate their senses and encourage them to smell, touch and listen. For example, they smell dough scented with cinnamon, gingerbread and Christmas spice. They listen to the sound made by shells and bang different types of bowls with wooden spoons as they smile, showing a great sense of achievement at the different sounds they make. The childminder gives them praise and encouragement for their efforts. As a result, children's self-esteem is promoted. They move the shells carefully from one container to another, concentrating for prolonged periods. This helps to develop children's hand and eye coordination. The childminder supports their learning as she describes the different textures of the shells, using words, such as rough, smooth and shiny. The childminder

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who attend

uses opportunities to challenge and develop children's knowledge and understanding of the world as they arise. For example, to celebrate Diwali the children make decorations from lanterns dried oranges. For bonfire night, they make sparklers from bread sticks and decorate them. In addition, she has good plans in place to celebrate a range of festivals throughout the year, such as Christmas when they are going to make a grotto. As a result, children build on their learning and enjoy a wide range of enjoyable activities.

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who attend

Teaching is good and the childminder ensures that children's individual interests and preferences are catered for. Children select from an interesting range of age-appropriate resources. Children move around freely and are supported to select from the variety of resources available. For example, when the children express an interest in pushing the doll's buggy, the childminder provides a range of dolls and soft toys for them to push around. Throughout the activity, the childminder praises children's achievements. In addition, she uses noticeable body language, such as smiles, to demonstrate her pleasure and encourage the children to develop their play even further. This type of interaction demonstrates the good quality of teaching provided by the childminder. Consequently, children are making good progress as they benefit from positive interactions. Children are well supported in developing their communication and language skills. The childminder

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who attend

talks to the children all the time, naming objects and using simple sentences to describe what she is doing. She acts on young children's gestures and rewards attempts to communicate with praise. This ensures that they know their utterances, and gestures are valued and will receive a response. They smile delightedly. The childminder carries out the progress check for children between the ages of two and three years. This includes parents' comments and information about their child's development in the three prime areas of learning. Children who have special educational needs and/or disabilities are well supported and good relationships with outside agencies enhance their development. As a result, all children are supported in this inclusive environment to develop skills for their future learning.

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

Children have good relationships with the childminder and her family, and demonstrate a strong sense of belonging. The childminder provides a warm and welcoming environment where children feel emotionally secure. She responds well to children's individual needs. For example, when children wake up from a sleep she cuddles them and provides reassurance until they are happy to play. The childminder gathers information from parents about their child's individual needs before they start, such as dietary requirements and sleeping routines. Settling-in arrangements are discussed to meet the requirements of each individual child and their family. The well-resourced environment provides a good range of easily accessible toys and play equipment, inside and outdoors. As a result, children become confident in making choices and become independent learners. The childminder uses positive praise and clear guidance and boundaries to manage children's

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

behaviour, appropriate to their levels of understanding. As a result, children's behaviour is consistently good.

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

Children are actively encouraged to develop healthy lifestyles and enjoy outdoor play on a regular basis. They use the outdoor environment throughout the year, to be active and enjoy a range of sit and ride toys, hoops, balls and a trampoline. Children also enjoy regular walks around the local woods and a range of outings to local parks, rare breads centres and the countryside. This helps to develop confidence, independence and social skills outside of the childminder's home. Therefore, this helps them prepare for the next stage in their life. They also walk to and from school, pre-school and attend the local childminder's support group. As a result, they benefit from fresh air and develop a positive attitude towards exercise. All this contributes to their physical development. When on outings, children learn about road safety and know they must 'look left and right' before crossing the road. The childminder regularly carries out fire drills to ensure children know

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

what to do and they know how to contact the emergency services.

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

Nutritious and healthy meals and snacks are provided for children to eat so they learn about keeping fit and healthy. Children grow fruit and vegetables in the greenhouse and garden, which they help pick and prepare for lunch. Children have water freely available throughout the day, which ensures they have plenty to drink and do not become thirsty. Children learn to care for and respect the childminder's pets, and are involved in their care. Young children stroke the kitten carefully, while older children help prepare the hibernation home for the tortoise. The childminder teaches children how to keep themselves safe as she models good hygiene practices and teaches children the importance of washing their hands before eating and after handling the animals. The childminder demonstrates good hygiene when changing nappies. As a result, children's health and hygiene is successfully promoted. The childminder has older children who will

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

move to school at the start of the next academic year and they walk to school to help prepare them for the move to the next stage in their learning.

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provision

The childminder has a good understanding of her role and responsibilities in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage, to ensure that children are safe and feel secure. Her knowledge of child protection issues is secure and she has recently attended safeguarding training to ensure her knowledge, policies and procedures are kept up to date. The childminder is fully aware of the potential signs of abuse and neglect, and she understands the procedures for reporting child protection concerns. The childminder completes risk assessments of the environment and resources, and has appropriate safety measures in place to reduce the risk of accident or injury. The childminder keeps her home and garden secure and she supervises children appropriately, including when on outings. She ensures that all adults living on the premises complete relevant disclosure and barring checks, to ensure that they are suitable to have contact

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provision

with children. Consequently, children are kept safe. The childminder holds a current paediatric first-aid certificate. This provides her with the knowledge and skills required to effectively administer first aid, as well as meet the requirements of registration. A good range of policies, procedures and records to underpin the children's care are in place. These written policies are shared with parents on admission.

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provision

The childminder demonstrates a well-organised approach to her role. She holds a qualification at level 3 and puts this training and knowledge to good use. The childminder demonstrates a secure understanding of the areas of learning and makes sure that the educational programme she provides reflects children's needs and interests. Her teaching is good and this is reflected in the broad programme of activities offered, which the children enjoy. This supports them in making good progress in their learning. The childminder places strong emphasis on training and uses the knowledge to improve her practice. For example, through attending a recent 'Every child a talker' training she has a thorough understanding of how to support children's language and communication skills. As a result of attending training, she has introduced a tracking document to ensure children are making good progress in line with the expected milestones. This enables her

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provision

to identify any gaps in learning at an early stage, so that swift action can be taken to offer additional support.

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provision

The childminder demonstrates a commitment to improving her practice further. She has acted on the recommendations made at the last inspection. For example, she has introduced written observations, which include next steps in learning. The childminder has developed the self-evaluation of her setting, which includes feedback from the local authority, parents and children. She has identified a need to introduce individual planning sheets for the children to complement her monthly plans and has started to look at different ways of implementing this. The childminder is aware of the importance of partnership working to secure support for children with special educational needs and/or disabilities and works well with other professionals to ensure their needs are met. Parents' views are positive and they particularly comment on the welcoming and positive environment the childminder provides, with comments like 'I know I am leaving my

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provision

children in very capable hands where they are going to have fun while learning. An obvious sign of a one in a million childminder' and 'I always know that in her care my children will be safe, stimulated and happy, that gives me enormous peace of mind'. Children and families benefit from the friendly relationships that exist between the childminder and parents. Parents appreciate the time the childminder spends with their children and the information that she provides about the children's daily routine.

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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 EY313868 Local authority Derbyshire Inspection number 862146 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 14

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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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