Childminder in Leicestershire

Inspection date

Previous inspection date 27/11/2014 04/10/2011

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 Children are progressing well in all areas of their learning. This is because the childminder is a good role model and understands how children learn. Therefore, the quality of teaching is effective.  The childminder provides a comfortable and welcoming environment where children feel safe and form positive relationships. She has a satisfactory understanding of the signs and symptoms of abuse and how to protect children from different forms of media and unsuitable people.  Partnerships with parents and other professionals are successful and ensure children get the support they need.

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It is not yet good because

 The childminder does not have a fully comprehensive understanding of safeguarding procedures, with particular regard to the local authority referral process and procedures to ensure prompt action is taken in the event that she has a concern about a child.  The childminder does not ask nor record details of who has parental responsibility for the children in her care. This compromises children's safety.  The childminder misses some opportunities to support children's social, independence and self-care skills by not implementing structured snack and lunchtime routines.  Children are not always given enough time to think about the question that has been asked. Therefore, they are not given time to form their responses.

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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 and observed children's activities.  The inspector conducted a joint observation with the childminder.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector checked evidence of suitability of all household members. She also checked the childminder's qualifications, policies and procedures and discussed the childminder's improvement plans.

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Information about the setting

The childminder was registered in 2010 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and two children in the Glenfield area of Leicester. The whole of the house is used for childminding. The childminder takes children to and collects them from the local schools. There are currently five children on roll, four of whom are in the early years age range and they attend for a variety of sessions. The childminding provision operates all year round, Monday to Friday, except for bank holidays and family holidays. The childminder supports children, who speak English as an additional language.

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must:

 improve knowledge and awareness of child protection issues, with particular regard to the local authority referral process and procedures to ensure prompt action is taken in the event of a concern about a child

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must:

 ensure information about who has parental responsibility for the children is recorded.

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

 review, assess and structure children's snack and lunch times, in order to develop their independence, social and self-care skills further during mealtime routines

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

 maximise opportunities for children to fully engage in conversations by giving them more time to respond to questions and think about what they want to say.

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who attend

The childminder has a good understanding of the learning and development requirements of the Early Years Foundation Stage. She provides a welcoming environment with a good range of play equipment and resources that support children's learning well. The childminder talks to parents at the outset to gather information about children's likes, dislikes and interests. During initial conversations with parents, the childminder ascertains what children can do at home. This information, along with her own observations of children, help her to form accurate starting points from which to plan appropriate activities to support their next steps of learning. The childminder provides a broad range of activities both in the home and through outings, which challenge and motivate children. For example, children enjoy visits to a small farm, where they have opportunities to feed the animals and develop their physical skills as they play in the large sandpit, bounce on

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who attend

the bouncy castle and ride on go-carts. Furthermore, the childminder demonstrates a good understanding of how to develop children's self-confidence and self-awareness. For example, she takes children to local 'stay and play' groups where she sensitively supports and encourages those less confident in her care to take part in the activities, such as painting with glitter paints, dancing, singing and joining in with the Christmas party celebrations. Ongoing observations of children's achievements are recorded in their learning folders and are used to regularly monitor their progress in the prime and specific areas of learning. This assessment method is effective in identifying any gaps in children's learning, enabling the childminder to put additional strategies in place where required. The childminder shares children's progress and achievements through regular conversations, with parents and their key person at other settings they attend. As a result, children

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who attend

benefit from the consistency of a joint approach to having their care needs met and their learning and development needs well supported.

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who attend

The childminder provides a balance of adult-led and child-initiated activities that enthuse and stimulate children's interests. She plans activities around the different seasons that promote the children's development in expressive arts and design. For example, children make Christmas nativity scenes and Christmas cards and have plenty of resources to choose from, such as foam shapes, stickers, glitter and sparkly sequins. Additionally, the childminder provides children with white shredded paper, they excitedly say, 'it's like snow', actively throw it up in the air and over one another and pretend it is snowing. The childminder extends this play activity by asking children to recall the story from a recent movie, which they have seen and discuss their favourite characters. This broadens children's understanding of the world and develops their communication and language skills. Children instigate their own role-play games, such as playing with the baby dolls and

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who attend

toy pushchairs. They inform the childminder their baby dolls are sleeping. The childminder provides children with additional resources, such as cushions and blankets. She joins in the children's play when invited to do so by the children and enthusiastically pretends to be a sleeping baby with them. This demonstrates that the childminder has a very good understanding of how to enhance children's imagination and actively extend their learning. The childminder demonstrates good teaching methods as she engages children in conversation by modelling language, explaining, recalling events and uses appropriate open questioning according to their level of development. However, she occasionally asks too many questions in succession, which does not give children enough time to think about how they want to respond to her.

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who attend

The childminder provides a range of resources for children to make marks with, such as sand, pencil crayons and paints. Children are given the opportunity to freely create their own pictures and they enjoy telling the childminder what their drawing is. This helps to develop children's early writing skills through their emerging coordination. Children like to snuggle next up to the childminder as she read stories read to them. The childminder is skilled at reading stories about positive friendships as she understands this supports children's personal, social and emotional development. Consequently, children are developing a love of books, which supports their early literacy development. The childminder further enhances children's early literacy development as she encourages them to work together and support each other in creating stories with the story sentences on flash cards. The childminder supports children to learn numbers through daily routines

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who attend

and play opportunities. For example, children count the number of stairs as they walk up them and enjoy playing fun games with the childminder in the outdoor environment, such as 'what time is it Mr Wolf?' The childminder makes good use of the local area to provide further experiences to enhance children's learning. For example, children are given opportunities to listen to musicians and enjoy playing with various musical instruments. They enjoy going on treasure hunts to find and collect 'gold coin tokens', which they can exchange for real chocolate coins. Additionally, children have regular trips to and from school to collect older children. These activities further support and develop children's social skills as they meet other children and adults. The childminder forms positive relationships with children, their parents and staff at other settings, which children attend. Also, she effectively supports children with English as an additional language. This helps

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who attend

all children acquire the skills, attitudes and dispositions, which they need for the next stages in their learning.

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

Children are happy confident and have positive and warm relationships with the childminder and their peers. They actively engage the childminder in their play, demonstrating they feel secure and that they have a strong sense of belonging. Children play together, instigate their own role-play games and help their peers with their learning of colours. Children have good manners and regularly say 'please' and 'thank you'. This shows that children are supported well by the childminder in forming positive relationships with one another and they are learning to respect and tolerate each other's differences. However, this is not maximised as snack and lunchtime routines are disorderly and the childminder does not extend children's social, independence and self-care skills. For example, by not setting the table, pouring their own drinks and having the opportunity to talk to the childminder and their peers by all sitting at the same time. The childminder

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

supports children's emotional well-being through good settling-in processes. For example, parents are encouraged to stay for settling-in visits prior to starting. During these visits, parents are encouraged to stay and play with their child, then gradually leave them for short periods until they feel happy and secure in the childminder's care. As a result, new children and their parents get to know the childminder and other children well. This helps children move smoothly from home into the childminder's care.

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

The learning environment, both indoors and outdoors are welcoming and children have easy access to resources, which are age and stage appropriate. The childminder has a positive attitude towards equality and welcomes all children and their families into her home. Children have opportunities to learn about other cultures and customs. For example, the childminder talks to children about how other cultures celebrate Christmas. Children have daily opportunities to play outdoors and larger equipment, such as a slide, allows them to take safe risks and experience physical challenge. The childminder reminds children, where needed, to be careful. This, along with encouraging children to share resources, helps them to understand boundaries that are put in place to keep themselves and others safe. Children's safety is further assured as the childminder ensures that they are securely strapped into appropriate sized car seats when being transported. However,

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

the childminder does not fully understand the Local Authority Safeguarding Children's Board referral process and procedures to take, in the event that she has a concern about a child. Therefore, she does not fully support children's well-being and safety.

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

Children are encouraged to become independent and confidently manage their own personal needs. The childminder supports children to wash their hands after toileting and before mealtimes, in order to promote good hygiene practices and minimise the spread of infection. Children generally demonstrate good independence skills. For example, they find and put on their own coats, carry their own school bags, feed themselves and tidy away the toys. The childminder has a good understanding of promoting a healthy diet and works closely with parents to ensure children's dietary needs are met and that they are well nourished. The childminder ensures that children have access to drinks and are encouraged to drink regularly throughout the day. This ensures that they remain suitably hydrated. Children have regular opportunities outside the childminder's home to develop an understanding of the wider world. For example, the childminder regularly takes children

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

to the local farm park where they experience feeding the animals and further physical climbing challenges. Additionally, the childminder accompanies children on their 'getting to know you' sessions at the pre-school, which they will be attending. Consequently, these activities further support children's understanding of the wider community and people within it. In the main, children are emotionally prepared for their next stages in learning.

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provision

The childminder has undertaken an online child protection-training course. As a result, she has a clear understanding of the categories of abuse and the signs and symptoms of abuse children may present. She knows to document any concerns she may have. She demonstrates a good understanding of the procedure to follow regarding the safe use of mobile telephones and cameras and internet safety. She ensures that other adults living in the home have had their suitability checked, which helps to keep children safe. However, the childminder does not have specific knowledge and understanding of the Local Authority Safeguarding Children's Board referral process and procedures to ensure prompt action is taken in the event that she has a concern about a child. Additionally, the childminder compromises children's safety, as she does not confirm or record information about who has parental responsibility for those in her care. These are breaches of the

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provision

safeguarding and welfare requirements of the Early Years Register and means that these aspects of maintaining children's safety have not been fully considered. Furthermore, the childminder does not have a written statement of procedures to be followed for the protection of children, which is a breach of the Childcare Register. The childminder is vigilant. She anticipates and minimises potential hazards through effective daily risk assessments, enabling children to play freely. She deploys herself well around the setting to ensure children's needs are met and they are well supervised. The childminder holds a current paediatric first-aid certificate. Therefore, she is well prepared to respond appropriately to a first-aid emergency. The childminder ensures that all areas of learning are covered and the educational programmes provides appropriate challenge for children. Through observation and gaining care and developmental information from parents, she identifies children's starting points.

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provision

Her systems for the observation, assessment and monitoring of children's achievements ensure they are making steady progress in all areas of their learning. Her system allows her to identify any gaps in children's learning and plan appropriate next steps, in order to support their ongoing learning and development. The childminder demonstrates a positive approach to improving her knowledge and skills, in order to support the learning and development of children in her care. For example, she replicates activities that children enjoy at Sure Start centres, such as shredded paper snow, in her home environment to extend their learning experiences further. Additionally, the childminder talks to parents and does additional research, in order to enhance children's knowledge of differing cultures and customs.

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provision

Partnerships with parents are sound. The childminder has established a warm relationship with them regarding their children's care, learning and development. Parents regularly share what they know about their children through daily discussions with the childminder. The childminder demonstrates good knowledge of the benefits of working with other professionals. She understands the importance of sharing developmental information with other providers that children attend, in order to promote continuity in their care and learning. This helps the childminder prepare children well for their next stages of learning.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 keep and implement a written statement of procedures to be followed for the protection of children, intended to safeguard the children being cared for from abuse or neglect (compulsory part of the Childcare Register)  keep and implement a written statement of procedures to be followed for the protection of children, intended to safeguard the children being cared for from abuse or neglect (voluntary part of the Childcare Register).

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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 EY410925 Local authority Leicestershire Inspection number 875441 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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