Childminder in Derbyshire

Inspection date

Previous inspection date 02/12/2014 03/07/2009

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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 1 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Children's behaviour is exemplary because the childminder provides age-appropriate ways to support positive behaviour. As a result, children are confident and know what is expected of them.  The childminder builds positive relationships with other early years providers children attend. She works closely with them to ensure a shared and consistent approach to children's learning and development.  The childminder's documentation, policies and procedures demonstrate she is aware of her responsibilities in keeping children safe and protected from harm. As a result, children play confidently within a safe and secure environment.  Children make good progress in their learning and development, due to the childminder's secure knowledge of their individual needs and interests. She provides interesting activities and outings, which successfully develops children's skills and knowledge.

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It is not yet outstanding because

 There are less opportunities for children to plant and grow their own produce in the outdoor environment.  Parents are not always fully encouraged to contribute to their children's ongoing learning and development, by sharing details of what their children have achieved at home.

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Information about this inspection

Inspections of registered early years provision are:  scheduled at least once in every inspection cycle – the current cycle ends on 31 July

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage or where assessment of the provision identifies a need for early inspection  prioritised where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector had a tour of the provision with the childminder, including the outdoor environment.  The inspector observed children's activities and routines.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the inspection.  The inspector took account of written feedback received from parents.

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Inspection activities

 The inspector looked at the childminder's policies and procedures and documentation relating to the children's development.

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Inspection activities

 The inspector looked at documentation regarding the childminder's suitability and qualifications for working with children.

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Information about the setting

The childminder was registered in 2001 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and her adult son in Belper, Derbyshire. The whole of the childminder's house and the rear garden are used for childminding. The family has three cats as pets. The childminder attends local toddler groups and activity groups. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently nine children on roll, three of whom are in the early years age group and attend for a variety of sessions. The childminder receives funding for the provision of early education for three and four-year-old children. She operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. She is a member of 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 opportunities for children to explore the natural world through planting and growing flowers, fruit and vegetables

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

 extend the methods of engaging parents to be even more actively involved in their child's learning and development, by asking them to share what their child achieves at home.

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who attend

The childminder has a good understanding of how to promote children's learning and development through their play. She carefully observes children to find out about their initial interests and effectively uses this information to plan activities that successfully engage children. Children make good progress in their learning and development, due to the childminder's secure knowledge of their individual needs and interests. The childminder records children's achievements and the progress they make. Children's next steps of learning are clearly identified, which helps to make sure that they are constantly supported to make good progress in readiness for school. The childminder has strong relationships with parents and gathers detailed information from them when children first start, forming a clear picture of what children can already do. She shares ongoing information through daily discussions and a termly assessment, which identifies children's

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who attend

next steps for development and learning. This ensures parents are kept fully informed about children's activities and achievements while they are in her care. However, although the childminder gathers very good information from parents when children first start, she does not always encourage parents to continue to share information about children's learning at home to enable her to take account of their wider experiences. The childminder has systems in place to complete the progress check for children between the ages of two and three years, and has a good understanding of working with parents and other agencies to fully support children to reach their full potential.

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who attend

The childminder provides interesting activities and outings, which successfully develop children's skills and knowledge. The childminder shows a good understanding of how young children learn new language skills. For example, when looking at a textured book on vehicles, she models and repeats words spoken by younger children so they learn the correct pronunciations. Older children are encouraged to explore the textures and think about how these different materials feel. She praises children for knowing that they feel 'very bumpy' and 'spikey', and introduces children to new words, such as 'rough'. The childminder provides creative activities and experiences that engage and motivate children. They enthusiastically create large Christmas tree paintings and begin to understand mathematical language as they explore size, recognising that each tree is bigger than the youngest children. Younger children develop their sensory awareness as

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who attend

they begin to investigate the paint with their hands, supported and encouraged by the childminder, as they explore this new experience. Children proudly show visitors the Christmas decorations they have made and displayed with the older children before school.

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who attend

Children have plenty of fresh air and exercise. The garden area supports children to pedal and scoot and they play ball in the field adjacent to the home. Children visit the local park regularly and have walks around the local community. They develop their social skills as the childminder extends experiences by taking children to a music and movement group each week and joining with other childminders in social activities, such as visiting the soft play centre. This means that the childminder fully supports children to develop many of the skills they need for their future learning, such as when they start school. Children enjoy journeys by train and they visit the garden centre with the childminder, where they learn about flowers, fruit and vegetables. However, there are fewer opportunities for them to plant and grow their own produce in the outdoor environment.

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

Children settle exceptionally well in this warm and caring environment. Children and their families are valued and included, and the childminder builds positive partnerships with parents that ensure that their children are fully supported. Families are invited to visit before children are left in the care of the childminder. As a result, children develop a positive and trusting relationship with the childminder and demonstrate confidence to explore their surroundings independently. The information gained from parents when children start makes sure that the childminder tailors the care she provides to meet each child's individual needs and mirrors their home routines.

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

The childminder is an exemplary role model for children and provides clear age- appropriate guidance on expected behaviour. Children understand the boundaries set and know to respect each other and the environment. The childminder encourages older children to take responsibility for small tasks, supporting their self-confidence, for example, fetching the post when it drops through the letterbox. The childminder ensures that the environment is safe and secure. Children are protected in the event of an accident as the childminder has a current paediatric first-aid certificate. She has written risk assessments detailing what steps she has taken to make her home and outings safe, and she has implemented effective fire safety procedures. Fire drills are carried out on a regular basis, so that children know what to do in an emergency. The childminder supports children's awareness of potential risk. For example, the childminder reinforces

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

road safety with children during trips and outings. The childminder promotes healthy eating and encourages children to understand about keeping themselves healthy. Children enjoy a range of home cooked meals, such as soup and pasta dishes. Fresh fruit and access to water is always available ensuring children keep hydrated at all times. Children are fully supported in their understanding of hygiene practices, such as when to wash their hands before meals and snacks.

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

The childminder's home is well planned so that children have easy access to the broad range of resources offered and can play with things of their choosing. Consequently, children demonstrate they are independent and confident in leading their own play. The childminder acts as a positive role model, promoting children's good behaviour and manners. Children are very responsive to the consistent praise and encouragement demonstrated by the childminder and as a result, they have high self-esteem. Children have opportunities to be physically active or to sit and rest quietly with books and jigsaws. They become familiar with the wider community as they visit the park and shops with the childminder. The childminder builds positive relationships with other early years providers children attend. She works closely with them to ensure a shared and consistent approach to children's learning and development. They visit the school when collecting older

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

children and the childminder also arranges visits into the school. For example, children visit the school in the spring to see the chickens that are being hatched. These trips help to prepare children emotionally for their move on to other settings and school.

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provision

The childminder demonstrates a good understanding of her role and responsibility in relation to safeguarding children and protecting them from harm. She is fully aware of the signs and symptoms of abuse and the indicators that may highlight any concerns. There is a child protection policy in place and she is fully aware of the procedure to follow should she have a concern about a child in her care. The childminder and adults in the home have had their suitability checked. As a result, children are kept safe from harm. The childminder has policies and required documentation in place, demonstrating her knowledge of the safeguarding and welfare requirements of the Early Years Foundation Stage. As a result, children are cared for safely and their well-being is supported well. The childminder attends additional training to update her knowledge, so that children benefit from good quality teaching. She has effectively met all previous recommendations.

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provision

For example, the childminder has evaluated her practice, reflected on the improvements made and identified areas for development. She has developed an effective method of observation and assessment, which ensures that she has a good overview of the educational programmes and experiences required to help children progress towards the early learning goals. The childminder regularly consults with parents who give written feedback to the childminder. This demonstrates the childminder's positive approach to continuous improvement that benefits children in her care.

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provision

The childminder has implemented procedures that promote positive partnerships with parents, which supports continuity in children's learning and development. Parents receive daily feedback of their children's care needs and what they have enjoyed during their day. Parents comment that their children are very happy and settled, and that they are delighted with the care and guidance provided by the childminder. She is clear about working with other professionals to gain the extra help needed when necessary.

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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 505481 Local authority Derbyshire Inspection number 872329 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 9

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Telephone number

set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises, which are usually the childminder’s own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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