Childminder in Nottinghamshire

Inspection date

Previous inspection date 26/11/2014 25/06/2010

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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 attends child protection training to ensure she maintains secure knowledge and understanding of her role and responsibility to protect children. As a result, children are effectively safeguarded.  The childminder implements good teaching in practice and clearly understands how children learn through play. She provides enjoyable experiences and challenging activities for all children.  Children form warm and secure emotional attachments with the childminder. They are very happy in the childminder's care.  The childminder understands the importance of communicating regularly with parents so that children receive the necessary support to enhance their all-round development and welfare needs.

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It is not yet outstanding because

 Compared to the good range of activities and resources inside, children have fewer resources outside that are as interesting and challenging. As a result, they are less able to explore and investigate independently when playing outside.  Relevant information about children's learning and development is not always shared with the other settings children attend. As a result, there is not always a consistent approach to maximise their already good progress.

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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 spoke with the childminder and interacted with children at appropriate times throughout the inspection.  The inspector held a joint observation with the childminder.

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Inspection activities

 The inspector checked evidence of suitability of all household members, and the childminder's qualifications and self-evaluation.

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Inspection activities

 The inspector looked at children's assessment records and a range of other documentation, including safeguarding and complaints information.  The inspector took into account the views of parents and carers.

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Information about the setting

The childminder was registered in 2010 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three children in Arnold, Nottingham. The family have a pet cat. The whole of the ground floor and the enclosed rear garden are used for childminding. The childminder attends activities at the local childminding playgroup. She visits the shops and park on a regular basis and takes and collects children from the local schools. There are 11 children on roll and of these; eight are in the early years age group. Children attend for various times throughout the week. The childminder operates term time only, working flexibly Monday to Friday from 8am to 6pm. The childminder 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:

 increase the range of toys and activities outside to enable children to explore and investigate independently

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

 improve the links with the other settings where children also attend to maximise and sharply focus on children's targets or next steps, to consistently plan relevant activities to further support individual children in making outstanding progress.

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who attend

The childminder implements good teaching in practice and clearly understands how children learn through play. She successfully tracks children's development by undertaking secure observations, which are used to inform the planning of play activities that promote children's learning. The childminder understands and values the importance of gathering useful information from parents about their child's general welfare and care needs, likes, interests and stage of development. She uses this information as a baseline for tracking their development and progress from when children first start. Parents are actively encouraged to be involved in their child's learning and development. This is because the childminder keeps them regularly updated through daily conversations. She also plans a more structured meeting with parents to talk about how their children are progressing. She shares children's development files to help parents understand the pace and stage

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who attend

their children are successfully achieving. The childminder offers sensitive suggestions to parents, to help them continue their child's learning at home. For example, she encourages parents to enhance their child's colour recognition at home by sharing what activities the child has enjoyed playing with while in her care. The childminder understands the importance of sharing relevant information with other professionals involved in children's care and learning in order to ensure that all children are supported effectively. However, the way relevant information is shared with all those involved with the child, does not always maximise opportunities on which to consistently base the childminder's future planning or build on what children are learning.

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who attend

The childminder successfully completes the progress check for children between the ages of two and three years. She provides a written summary clearly identifying where children are in their development and what next steps they will be encouraged to take in their learning and development. Parents are encouraged to contribute their evidence from observations made at home. The childminder helps to prepare children in their next stage of learning, such as moving on to school. For example, to enhance children's self-help and independence skills children are encouraged to use the toilet, put on their coats and shoes by themselves. Furthermore, many activities, such as, making marks on paper support children in their literacy skills as they form clear letters when writing their names. The childminder provides enjoyable and challenging activities and experiences for all children. She also has a good understanding of providing a balance of activities that she plans

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who attend

building upon children's interests as well as supporting children's own choices in play. As a result, all children are making good, and some are making very good progress.

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who attend

Children have great fun with the childminder who is warm and welcoming and offers some very good learning opportunities for them. As a result, they are motivated to learn. For example, when children initiate their own number game the childminder joins in and asks open-ended questions. The children immediately engage in counting the numbers on the dice and matching dots. The childminder uses good mathematical words, such as encouraging children to find pairs of the same dots, which ones are greater and smaller numbers when counting the dots. As a result, children's mathematical knowledge and skills are enhanced effectively. Children enjoy using foam letters to create their own names. They complete the task with confidence and demonstrate good literacy skills as they spell out and place the letters carefully for their names. The childminder skilfully extends the activity by suggesting other ways to complete their names using different

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who attend

materials. Children enthusiastically and excitedly want to have a go and quickly move to the kitchen to make marks on paper. They extend their own play because the childminder encourages them to freely express what they want on their chosen paper. Children independently select a range of further resources, such as, glitter, pipe cleaners, scissors and glue. All children show good levels of concentration, taking turns and sharing the resources and the whole activity becomes a busy work shop. Children also freely express themselves during their imaginative play. For example, children take it in turns to dress up as brides and play cooperatively with small world characters and figures resembling a wedding.

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

The childminder makes good use of the home and has a good range of toys, resources and equipment, which are used effectively to support children in their all-round development and enhance their independence skills inside. Children spend time in the back garden. However, compared to the good range of activities and resources inside, children have fewer resources outside that are as interesting and challenging. As a result, they are less able to explore and investigate independently outside. Children walk to and from the school with the childminder as well as spend regular time at the local park. Overall, this supports children in enhancing their physical skills and trying more challenging apparatus while exercising and enjoying the fresh air.

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

The childminder's good quality of teaching supports and promotes children's emotional well-being and overall development. The childminder creates a safe, secure, and stimulating environment inside for children to explore independently as well as play cooperatively. Children form strong attachments to the childminder and are very happy and settled in her care. The childminder understands and values parents' information about what their child enjoys playing with as well as sharing information about their care needs. This enables her to sensitively provide activities to help children settle and move on to their next stage in their learning, such as to school. Children's self-esteem is high and their behaviour is good, because the childminder understands the importance of praising positive behaviour and being a good role model. Overall, the childminder effectively promotes children's emotional well-being.

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

The childminder successfully uses daily routines to ensure children's understanding of keeping safe and being healthy are maximised. For example, while children are washing their hands the childminder gently reminds them of why it is important to wash away the germs before they use their fingers to eat sandwiches, so that they do not get poorly. Also, during lunch the childminder talks about healthy eating and digestion to help children understand and recognise when they are full and what food is good for them to help them grow. The childminder also talks to children about keeping safe. For example, while children are helping tidy away the toys the childminder talks to them about why this keeps them safe so they do not trip over the toys and hurt themselves. The childminder offers children varied, healthy, light snacks and meals, which meet their specific dietary requirements. These are discussed and agreed with parents. Parents are also able to

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

provide their child's meals which the childminder monitors to ensure these are healthy. Drinking water is accessible at all times with additional drinks during set meals and snacks.

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provision

The childminder attends child protection training to ensure she maintains secure knowledge and understanding of her role and responsibility to protect children. Good safeguarding policies and robust procedures are in place, which the childminder confidently follows should she have any concerns regarding a child in her care. Disclosure and Barring Service checks for all relevant individuals have been successfully completed. Children are effectively supervised. The childminder has as secure understanding of ensuring all children while in her care are protected. For example, she ensures children are not left alone with anyone who is not suitable. The childminder has a secure understanding of data protection, and when and how to share information safely. Risk assessments are robust, and as a result, children are cared for in a safe and secure environment. A good range of written policies, procedures and records successfully

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provision

underpin the smooth running of the service that the childminder provides. For example, all attendance registers and all medicines that have been administered are recorded well. The childminder ensures that parents are familiar with all policies and procedures, because she shares the written policy file with them as well as engaging in conversation about them. Records are accurately maintained, are held securely and are shared in a confidential way.

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provision

The childminder understands the importance of communicating with parents from the start. She gathers a good range of relevant information from them and uses this to help children settle, assess children's stage of development and identify any care and welfare needs. Information about the service the childminder offers is displayed in the play room and is easily accessible for parents to view at their leisure. The childminder works flexibly with parents to assist in the smooth move from home to her care and then on to nursery or school. She regular shares information about how well their children are progressing by holding daily discussions and the sharing of children's individual development files. This helps parents keep up to date with their child's progress. The childminder does have the necessary teaching skills and understanding to complement learning. She understands the benefits of liaising with teachers to help her to plan relevant activities to support children's

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provision

progress, although this is not maximised to consistently support children's learning.

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provision

Good use is made of evaluation tools to assess and identify areas for improvement. The childminder regularly reflects on the service she provides to ensure the outcomes for children continue to improve. This is with particular reference to moving house as the areas where children are cared for have significantly changed. For example, the childminder prepares children and parents well in advance and invites them to her new home as part of a settling-in session. This helps children settle, because of the smooth transition to their new environment. Recommendations made at the last inspection have been addressed effectively. For example, risk assessments for outings are robust. The childminder ensures she holds all relevant information, such as, consents for the seeking of any necessary emergency medical treatment or advice, and medical information regarding the children. This ensures she is able to respond swiftly should she need to deal

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provision

with any medical emergencies. The childminder observes how children play and the progress they make as a way to monitor the educational programmes, ensuring that children are benefiting from their time in her care. This ensures that the provision she provides meets children's needs and successfully promotes their enjoyment, learning and development. The childminder understands and values the importance of seeking suggestions and ideas from other childminders, parents and children. This is a positive way to share best practice and new ideas, which improves her practice for the benefit of 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 EY403479 Local authority Nottinghamshire Inspection number 850508 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 11

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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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