Childminder in Derby

Inspection date

Previous inspection date 10/12/2014 08/07/2010

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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 quality of teaching is good. The childminder ensures that when she plans activities she takes into account what children already know, so that she can build on this and help them to move forward in their learning.  Children are effectively safeguarded as the childminder has a good understanding of issues and procedures relating to child protection and carefully supervises children throughout the day.  The childminder gathers and shares useful information with other settings that children attend, to ensure that the support for children's learning and development focuses on where it is most needed.  The childminder evaluates her own practice to identify relevant areas for improvement, that carefully consider the needs of the children she is caring for.

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It is not yet outstanding because

 On occasion, the childminder does not fully encourage children to investigate or explore how to use toys and resources, and therefore, always develop their critical thinking skills.  The childminder does not maximise the effective partnership with parents and carers to consistently share information about how they can support children's learning 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 observed activities in the playroom.  The inspector discussed a planned activity with the childminder.

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Inspection activities

 The inspector looked at children's assessment records, planning and other documentation.

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Inspection activities

 The inspector checked evidence of suitability of adults living on the premises, the childminder's qualifications and self-evaluation form.

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Information about the setting

The childminder was registered in 2000 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives in a house in Allestree, Derby. The whole of the ground floor, a bedroom and bathroom on the first floor and the rear garden are used for childminding. The childminder attends stay and play sessions within the community. She visits the park, shops and a soft play centre on a regular basis. She collects children from the local schools and pre-schools. There are currently four children on roll, one of whom is in the early years age group. The childminding provision operates all year round from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays.

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

 encourage children to consistently investigate and develop strategies for doing things by, for example, always giving them sufficient time to explore toys and resources

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

 maximise the effective partnership with parents and carers, to encourage more frequent information sharing about how they can guide their children's learning and development at home.

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who attend

The quality of teaching is good. The childminder is skilful at observing children to accurately identify their current stage of development. She is clear where they are at in each of the areas of learning and where she needs to focus her support. She effectively plans to help children to move forward, taking into account their interests to encourage their participation in activities. For example, to support a child's current interest in trains she ensures there are various toy trains within the range of small world toys and plans outings to go and watch the trains. She also plans a broad range of interesting outings, to support children's overall development. For example, she takes the children to stay and play sessions, a soft play centre, the park and the shops on a regular basis. As a result, children have good levels of independence and confidence, as well as developing the skills they need for their future learning.

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who attend

The childminder effectively supports children's communication and language development. She uses simple and clear language, getting the attention of the child and looking at them as she is speaking. When reading stories, she effectively takes into account the attention span of the children, particularly younger children, so that they maintain their enjoyment. She asks some appropriate questions to encourage children's vocabulary, while maintaining a good pace to the story so that she keeps children engaged. When planning activities, she gives effective consideration to the different things that she wants children to learn. For example, supporting children to share, concentrate and develop their physical skills as they use tools during a play dough activity. During the activity, she encourages children's interests, such as fitting and removing the lids from pots. She also incorporates other areas of learning, as children experiment, for example, helping them to recognise

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who attend

they are making marks when they use wheel cutters in the dough. The childminder gives lots of praise and demonstrates what to do with the dough, encouraging children to explore the feel of it. As a result, children are developing good control over their small muscle skills. Children show curiosity as they explore the different toys and resources and the childminder effectively supports them to choose what they want to play with. However, on occasion the childminder explains or demonstrates what to do with a particular toy, before the children have had an opportunity to investigate for themselves and develop further their critical thinking skills.

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who attend

The childminder has a good understanding of the requirements for the progress check for children between the ages of two and three years. She provides a useful and detailed report, so that parents and carers and health professionals can identify any concerns about a child's development and provide necessary support. The childminder develops effective partnerships with parents and carers. She gathers relevant information about children's learning and development as they start at the setting so that she knows what they are capable of. This enables her to focus her plans from when children first start. She regularly shares information with parents and carers about children's learning and their next steps in learning. However, she is less consistent in sharing information to encourage parents and carers to support learning at home.

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

Children are well settled and comfortable with the childminder. She is a warm and positive person. She is very careful to give all children equal attention so that they feel valued and emotionally secure. Through initial visits and discussions the childminder gathers useful information to build up a picture of the child's needs. She provides a daily communication book that keeps parents and carers up to date on how she is meeting their child's routines throughout the day, to ensure their needs continue to be met. To prepare children emotionally for when they move onto other settings or school, the childminder provides effective support. She builds their excitement by talking positively to them about what they will do. She encourages the younger children to join in with role play with the older children, for example, as they pretend they are at school. She takes the children with her on the school pick up, so that they see the building and the staff.

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

The childminder organises the indoor and outdoor environment well, to support children's learning, development and enjoyment. She lays out a range of toys and resources around the playroom so that younger children can help themselves. She stores a range of additional toys and resources on shelving, that children can either help themselves to or ask for. The childminder provides regular opportunities for children to use the well- maintained and safe garden, for example, to develop their physical skills as they use sit- and-ride toys. This, along with the frequent outings, means that children frequently enjoy fresh air and exercise. The childminder helps children to understand and recognise the routines, by giving them cues about what is happening next. This helps children to feel secure, especially younger children, for example, as she counts before she lifts them off the mat after nappy changing. As she encourages children to help with tidying away the

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

toys and resources, she demonstrates what she means to reinforce the message for younger children. She has realistic expectations, and therefore, as long as children help to tidy away some of the toys, she gives lots of praise. Children play well together and have a positive relationship with the childminder. The childminder is very clear when explaining and reinforcing the expectations, such as sharing the toys and resources. Even from a young age she encourages children to acknowledge their inappropriate behaviour, as a step to recognising right and wrong. The childminder shares her house rules with parents and carers so that they know the expectations and can provide consistent support.

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

Children develop a good understanding of their own safety, due to the effective support given by the childminder. They are careful when there are toys on the floor, that they walk around them and do not trip. The childminder is sensitive in her explanations to help children to understand why something may be unsafe, for example, if younger children get over excited and fling the toys. The childminder further reinforces children's understanding as she explains why certain things are happening during the daily routine, for example, why the children are wearing a harness in the highchair. The childminder effectively teaches children about good health and a healthy lifestyle. She introduces children to new tastes and textures within her menu, with a focus on providing a range of healthy meals and snacks. She encourages children to try new foods, recognising that it can take a while for them to accept a new food, and talking to them about why these

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

foods are good for you. The childminder displays posters of fruit and vegetable so that she can initiate discussions with children about healthy choices. She explains why she is asking children to clean their hands before meal times, to promote their understanding of good hygiene.

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provision

The childminder meets the safeguarding and welfare requirements of the Early Years Foundation Stage. She has a good awareness of child protection issues and procedures to ensure that children are safeguarded. She is vigilant about the use of cameras around the children she cares for, to effectively promote their privacy. She has a clear understanding that she needs to notify Ofsted regarding any changes to household members, to ensure that adults are checked to promote children's safety. So that she can supervise children effectively at all times, she prepares meals and snacks in advance so that she all she has to do is serve them. Risks and hazards are minimised on the premises, for example, the front door is locked to prevent children leaving unsupervised. Consequently, children are kept safe from harm when in the childminder's care.

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provision

The childminder evaluates her own practice and monitors the educational programmes to identify relevant areas for improvement. She gives good consideration to the needs of the children she is caring for. For example, she has identified that she can build further on the educational programme to develop children's large muscle skills and has arrangements in place to better support children in this. She regularly shares information with other childminders and researches anything that she is unsure of, to ensure that she continues to be well informed. She gathers feedback from parents and carers about her service, to identify anything that they feel needs improving. The childminder makes good use of external guidance to ensure that children are making good progress in their learning and development. Her weekly plan of activities ensures that she is providing a broad range of activities to promote children's enjoyment and achievement.

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provision

To develop an effective partnership with parents and carers, the childminder shares a useful range of information. This includes her key policies and procedures, her last inspection report and information about the support that she offers. This ensures that parents and carers know about the care their child will receive. On an ongoing basis the childminder provides a written, daily diary as well as a daily discussion when children are collected. This ensures that the childminder keeps up to date with any changes in children's routines. The childminder is confident in what she would do to support a child with special educational needs and/or disabilities. She displays information about this for parents and carers, so that they know what to expect and can ensure the support is consistent. The childminder ensures that she works effectively with other settings that children attend so that they can complement each other, to provide consistent support for

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provision

children. This includes initiating an early discussion with the child's key person to establish how they will share information. She then compares her assessment of the child's progress, with that of the other setting, on a regular basis. She also familiarises herself with the activities and routines within the other setting, so that she can build on or extend these. This proactive approach ensures that the childminder promotes continuity to help children to make good progress across all the settings they attend.

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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 206020 Local authority Derby, City of Inspection number 871122 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

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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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