Childminder in Derbyshire

Inspection date

Previous inspection date 25/11/2014 01/09/2011

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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 has formed strong, emotional attachments with all children and their families, which helps children to settle well. They are loved, well cared for and warmly welcomed into the home.  The childminder has a good understanding of how young children learn through play. She provides a wide range of stimulating and interesting resources and activities, which support children to make good progress.  The childminder has a good understanding of safeguarding and how to promote the health and safety of children. As a result, children's welfare is well promoted.  The childminder has developed effective partnerships with parents, which contributes to effectively meeting children's needs. She regularly exchanges clear information with parents about their children in order to support their ongoing care and learning.  Children are confident and independent learners. This is because the childminder

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This provision is good

values children as unique individuals and continually praises them for their efforts.

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It is not yet outstanding because

 There is room to maximise children's good progress even further, through more sharply focussed planned activities, to help children achieve their next steps in learning even more swiftly.  On some occasions, the childminder does not always ensure that hygiene practices fully promote the good health of the children.

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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 viewed activities in the main play areas of the childminder's home and accompanied the childminder on a walk in the community.

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Inspection activities

 The inspector spoke with children and parents during the inspection and considered their views.

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Inspection activities

 The inspector held conversations and carried out a joint observation with the childminder during the inspection.

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Inspection activities

 The inspector viewed a range of documentation including suitability checks for the childminder and all adults in the household, evidence of training and the policies and procedures of the setting.

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Information about the setting

The childminder was registered in 2004 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband in the Ilkeston area of Derbyshire. The whole of the ground floor, a bathroom on the first floor and the rear garden are used for childminding. The family has dogs as pets. The childminder attends a toddler group and activities in the local community. She visits the shops and park on a regular basis. The childminder collects children from the local schools and pre-schools. There are currently five children on roll, three of whom are in the early years age group and attend for a variety of sessions. She 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:

 maximise children's good progress through more sharply focussed planned activities, to help children achieve their next steps in learning even more swiftly

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

 improve hygiene practices when blowing children's noses, to ensure used tissues are disposed of safely, in order to fully promote the good health of the children.

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who attend

The childminder provides an interesting and challenging child-centred environment, which motivates children to explore and discover. Children are confident learners as they take part in a wide range of experiences encompassing the seven areas of learning. As a result, children's all round development is effectively supported. The childminder makes good use of a comprehensive range of teaching methods as she has a sound understanding of how children learn through play. Therefore, children are very well supported to develop a broad range of skills, which help to prepare them very well for their future learning. Children initiate their own play and the childminder skilfully joins in, making suggestions or offering support to meet the emerging needs of the children. This helps to sustain their involvement and enables them to overcome any difficulties they may encounter. For example, she verbalises her own thought processes, which supports children as they

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who attend

develop the skills needed to think things through. The childminder then stands back and allows children to explore and discover for themselves. Children benefit from this as they learn to solve problems for themselves and develop their critical thinking skills.

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who attend

The childminder places a strong emphasis on children's communication and language development. This means that children are very well supported to become confident communicators. The childminder continually talks to the children and introduces new vocabulary into their play. She uses everyday occurrences to foster children's speech. For example, a road sweeper ignites a discussion about sounds in the environment. In addition, the childminder skilfully encourages young children to repeat simple words and phrases. Therefore, young children communicate well with her and each other. Children are provided with a broad selection of pens, pencils and paper, which they freely access to make marks as they play, and so develop the skills needed for early writing. Children learn about shape and size through creative activities, including cutting and sticking. The childminder makes good uses of visual prompts such as posters of shapes, to reinforce

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who attend

learning. For example, she asks children to point to and name the different shapes. This supports the development of early mathematical skills. Children explore a range of role play equipment. For example, they pretend to be knights in a castle. The childminder joins in and takes on the role of a dragon. This enhances children's enjoyment and helps them to express themselves during their imaginary play.

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who attend

The childminder knows the capabilities of the children well and has high expectations for their on-going learning. She observes children as they play, assessing their skills, and gaining an in-depth understanding of their abilities. The childminder takes time to get to know the children in detail when they first start. She makes good use of comprehensive systems to gather meaningful information from parents so that she has an enhanced understanding of children's likes, dislikes, and developmental needs. The childminder uses this information effectively to plan a range of challenging activities, which overall support the children's future learning. However, there is room to maximise children's good progress even further, through a more sharply focussed approach to planning which is more closely linked to helping children achieve their next steps in learning. The childminder takes time each day to keep parents fully informed about the children's

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who attend

achievements. She provides written assessments for the parents to comment upon. This includes the completion of the progress check for children between the ages of two and three years. In addition, parents actively contribute to their child's learning. They share valuable details of home life through daily written diaries and meaningful discussions at pick-up and drop-off times. The childminder then uses this information to shape her teaching each day. She also helps parents consider how they can support their child's learning at home. The childminder has also developed links with other settings the children attend. This process enables the childminder to gather useful details about children's care and promotes a shared approach to children's learning.

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

Children benefit from the warm and close bonds that they develop with the childminder. She is attentive, kind and caring, which helps children to feel secure in her care. The childminder knows the children well and so understands and attends to their needs effectively. Therefore, children are happy and enjoy spending time with her. The childminder makes sure that children are emotionally very well supported during their settling-in period. She makes use of good strategies to help settle and comfort new children. For example, she displays pictures of their family. The childminder spends time developing good relationships with parents so that information about children's ongoing needs is shared. As a result, children settle quickly in the childminder's home. The childminder is a good role model. She is polite and respectful to the children who are encouraged to use good manners and respect each other's differences. The childminder

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

values children as unique individuals and continually praises them for their efforts. For example, she shows children's artwork to their friends. This helps them to be proud of what they have achieved. Subsequently, children develop good self-esteem because they know they are appreciated. Such attributes support children to feel emotionally prepared for moving on to the next stage in their learning, such as school. In addition, children make effective progress in learning appropriate behaviours. The childminder is consistent with boundaries and clear with her expectations. This means children's behaviour is very good and they play confidently and cooperatively together.

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

The childminder makes good use of the space in her home to create a welcoming, and enabling environment. Children are actively encouraged to freely and safely explore the areas used for childminding. Equipment and resources are in good working order, stored at children's level and are easily accessible at all times. Consequently, children become confident and active learners. The childminder takes all reasonable steps to ensure the children's safety. She minimises any risk efficiently. Children develop an understanding of how to manage their own safety through routines such as the school run. The childminder encourages older children to hold onto the pushchair as they walk along with her. She uses this opportunity to involve children in the assessment of risk. For example, children are encouraged to look for safe places to cross the road. This makes sure trips out are safe and enjoyable.

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

The childminder makes very good use of the daily routine to encourage children to develop their independence. For example, young children go to the toilet themselves. In addition, they attempt to put on their own shoes. The childminder has a good understanding of how to promote the good health of the children. For example, parents provide meals for the children and the childminder offers guidance to promote healthy lunch boxes. This helps the children to develop an understanding of healthy lifestyles. Children are encouraged to wash their hands after messy play and before meals. The childminder talks to the children about the importance of this routine and they are provided with individual hand towels to prevent cross-contamination. However, on some occasions, when wiping children noses, the childminder does not always ensure that her practice promotes good hygiene. She does not routinely discard of tissues or always wash

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

her hands afterwards. Consequently, this element of the childminder's practice does not always fully prevent the spread of infection.

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provision

The welfare of children is very well supported. The childminder has an in-depth knowledge of the safeguarding and welfare requirements of the Early Years Foundation Stage, which means that she has fully considered how to promote the well-being of the children in her care. For example, all people who live in the childminder's home have been subject to relevant Disclosure and Barring Service checks. Additionally, the childminder attends regular safeguarding training to enhance her knowledge. Therefore, she has a strong awareness of how to keep children safe from harm. Likewise, the childminder is very clear on child protection procedures and whom to report any concerns to. Consequently, the welfare of the children is effectively promoted. Since the last inspection, the childminder has developed the procedures for risk assessment. She makes good use of written checklists to ensure that all aspects of her home, including the garden, are safe from

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provision

hazards. This helps to ensure that children remain safe while in the childminder's care.

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provision

The childminder has a sound knowledge of the learning and development requirements of the Early Years Foundation Stage. She is well motivated to ensure that children make good progress. The development of the children is effectively monitored through the use of well-organised systems to observe and track their learning. This means that the childminder knows the capabilities of the children well. Even though there is room to develop a more sharply focussed approach to planning for children's individual next steps in learning; flexible planning is tailored to the interests of the children, and so keeps children motivated to learn. Consequently, they make good progress. The childminder reflects critically on her practice. Strengths and weaknesses have been identified through secure self-evaluation procedures, which include the views of both parents and children. As a result, plans are in place to make changes that will benefit the children being cared

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provision

for. The childminder shows a strong commitment to her own professional development and attends any relevant training events that become available. Children benefit from this, as the childminder is well equipped to carry out her role effectively to meet children's emerging needs.

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provision

The childminder develops positive partnerships with parents. She spends time getting to know them and regularly seeks their views and wishes. Parents are kept well informed about their child's care, achievements and progress in their learning through daily chats. They comment that they are very happy with the progress their children make. The childminder also provides detailed summaries of learning, which parents contribute to. Children benefit from this as learning is continued at home. The childminder has a good understanding of the need to work with other settings and external agencies to provide continuity of care and learning, and to acquire support and obtain interventions for children, should they need it. She has developed good links with other settings some minded children attend. This allows her to gather useful information about children's ongoing learning and care and effectively promotes continuity in learning.

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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 EY283930 Local authority Derbyshire Inspection number 861167 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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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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