Patrick, Emma Margaret Anne

Inspection date

Previous inspection date 08/12/2014 11/05/2011

p.1

early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

p.1

This provision is good

 The quality of teaching is good because the childminder's has a thorough knowledge about the children in her care and a secure understanding of how children learn. Consequently, children make good progress in relation to their starting points.  Children's welfare is supported well because the childminder has a secure understanding of her child protection responsibilities. Her home is safe and secure because daily risk assessments are effectively carried out. Consequently, children are cared for in a safe environment.  Children build secure relationships with the childminder, which helps them to feel emotionally secure. Frequent praise and encouragement successfully promotes their confidence and self-esteem.  The childminder works well with parents and other early years professionals, which makes a significant contribution to children's individual care, learning and development.

p.1

It is not yet outstanding because

 Children are not consistently well supported to develop further their early reading skills or their interest in the meaning of words.  Opportunities to further enhance children's investigation, exploration and sensory development through the use of natural materials, household objects and resources that can be used in a variety of ways, are not fully encouraged.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector observed the childminder and her interaction with the children. This took place in the childminder's living room.

p.2

Inspection activities

 The inspector held discussions with the childminder and children at appropriate points throughout the inspection.

p.2

Inspection activities

 The inspector viewed a sample of documentation including evidence of suitability checks and qualifications, photographs of activities and a number of policies.

p.2

Inspection activities

 The inspector looked at children's observation and assessment records, the register of attendance and children's records.

p.2

Information about the setting

The childminder was registered in 2009 and is on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children in Loughborough in Leicestershire. The whole of the ground floor of the childminder's house is used for childminding. There is an enclosed garden available for outside play. She is currently caring for three children who are in the early years age range. The childminder drives to the local nursery and school to take and collect children. She attends the local carer and toddler group, takes children to the library and to the park. The family has a pet dog. The childminder operates all year round from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder holds a relevant childcare qualification at level 3. The childminder receives support from the local authority and is a member of the Professional Association for Childcare and Early Years.

p.3

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

 help children develop their early reading skills and their interest in the meaning of words further by, for example, providing an environment that is rich in print, labels and signs

p.3

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

 extend the opportunities for young children to investigate, explore and extend their sensory development, for example, by the provision of natural materials, household objects and resources that can be used in a variety of ways.

p.3

who attend

The childminder has a good understanding of how children learn through play. She plans a range of activities to support all of the areas of learning and those she knows children enjoy. Children make good progress in all areas of their learning because the quality of teaching is good. The childminder shares children's development records with parents. Each child has a development folder, containing photographs that show children engaged in different activities and samples of their artwork. The childminder regularly assesses children's progress using the development tracker and she includes details of their next steps in learning and interests. Parents are well informed about their children's progress because they have access to their children's learning and development folder. The childminder encourages them to feedback to her about children's achievements from home. This helps parents to become involved in their children's development and helps

p.3

who attend

the childminder to plan from their current interests. The childminder involves parents in the progress check for children aged between two and three years to ensure an accurate assessment of their child is made. This approach to children's learning helps prepare them well for their eventual move to school, or pre-school.

p.3

who attend

The childminder enjoys her role. She is calm, positive and her enthusiastic approach creates an effective learning environment. For example, she sits on the floor fully engaged in children's activities as they play with a range of small world figures and picture dominoes. As children play, the childminder takes opportunities to teach and encourage them. For example, she asks them to count the number of dominoes as they put them away in the box. She introduces size and shape as she measures her hand against the children's hand and questions them about whose hand is the biggest or smallest. The childminder continuously interacts with children. She models language effectively and encourages children to engage in conversations with her, to strengthen their communication and language skills, as they talk about their play. For example, when a child points out the colours of the police car she asks questions about the colour

p.4

who attend

sequences and explains that the patterns are repeated on both sides of the car. Children have lots of opportunities to develop their physical skills. For example, they use the play area located close to the house, because the garden is currently not in use. Babies are supported well in their physical development as they use a range of walkers and activity centres to pull themselves up as they walk around the room. They show interest in pressing buttons and turning knobs to find out how toys work. However, opportunities to enhance younger children's investigation, exploration and sensory development through the provision of open-ended materials, household objects and natural materials, are not fully encouraged to further extend their imagination and learning.

p.4

who attend

The childminder takes children to a weekly toddler group where they have opportunities to mix with other children and adults to help them to develop their social skills in readiness for starting school. Children write using a variety of resources, such as chalk and pens. There are a variety of books for children to look at, which are easily accessible. They enjoy looking at picture books and listening to the childminder as she reads to them. However, the childminder does not consistently help children to develop their early reading skills and interest in the meaning of words further. This is because, for example, there are few examples of print, labels or sign within the environment for children to refer to as they play. The childminder celebrates different festivals with children throughout the year, such as, Diwali, Eid and Christmas. Children colour pictures, share books about the festivals and

p.4

who attend

join the Diwali celebrations in the town centre, and she discusses different cultures with them. She provides a variety of resources which reflect diversity, such as small world figure depicting images of disability and this helps children to gain an awareness of differences, and learn about other cultures.

p.4

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

Children feel very secure with the childminder. She takes care to obtain information from parents about their child's likes, dislikes and care routines, to enable her to fully meet their needs. She responds to children individually and gives meaningful praise so children feel they are special and valued. Children's behaviour is good. They behave well because they are kept fully engaged in their play and supported by the childminder. Her good role- modelling and meaningful discussions about her house rules help children to understand what is expected of them. For example, she gently reminds them not to stand on the chair to prevent falling off. She also teaches them to take turns, share resources and to use good manners.

p.4

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

The childminder helps children to develop their independence as they make choices in their play and take part in tasks, such as tidying away toys. This helps children to enhance their skills for the future. Children get fresh air daily in the play area a few steps away from the house and when they go on outings. These opportunities effectively contribute to their physical well-being. Children enjoy healthy meals and snacks, provided by their parents and the childminder reminds them about how fruit is good for them. This allows them to learn about the importance of good nutrition to support healthy lifestyles. Children gain self-care skills with hand washing before eating and after using the toilet or potty and older children begin to cover their mouths when coughing. The support they receive to develop their independence and their social skills, prepares them well for the next stages in their learning. The childminder helps children to learn to keep themselves

p.5

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

safe by offering calm reminders as they play. She carries out regular fire drills and discusses road safety with children when on outings. The childminder uses safety gates in her home and garden to restrict children from areas in the home and from the family dog. The childminder carries out daily risk assessments on the different areas in her home where she cares for children and the places she takes them. This helps to ensure the childminder keeps children safe while in her care.

p.5

provision

The childminder has a good understanding of her responsibility to meet the requirements of the Early Years Foundation Stage. She is fully aware of the safeguarding and welfare requirements and has appropriate procedures in place to help her to meet these. She has carried out safeguarding training and first-aid training and shares her written policies with parents. This helps to make sure parents are clear about her service and the care she provides for their children. The childminder knows the procedures to follow should she have concerns about a child, and where to access help and advice should she need to. She talks confidently about the referral procedures and knows what to do if a child may be at risk of harm and has worked with the safeguarding agency in the past. All adult members in the household are vetted as to their suitability to be with children. This attention to safeguarding helps keep children safe. The childminder has good systems in

p.5

provision

place for reviewing and checking the progress children make.

p.5

provision

She uses self-evaluation to identify her strengths and areas of improvement. For example, she identified that children need more space to play and, therefore, rearranged the lounge to give more floor space. She has also reflected on the garden and has created a separate fenced area for the family dog. The childminder has a good relationship with parents. She has detailed policies and procedures in place, which she shares with them during introductory visits, and they sign to confirm they have read them. The childminder shares information with parents on a daily basis, verbally. The childminder has good relationships with the local nursery and school in the village. She also has links with the local authority where she can go for advice and support if she has any concerns about a child's development. The childminder has acted upon all actions and recommendations from the last inspection, improving information gathered about children's development during

p.5

provision

induction. She has improved learning in the outdoor environment to support their progress more effectively.

p.6

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

p.6

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

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number EY400078 Local authority Leicestershire Inspection number 879375 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 3

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

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

p.10