Wright, Wendy Lorraine Anne

Inspection date

Previous inspection date 11/12/2014 Not Applicable

p.1

early years provision

This inspection: 2 Previous inspection: Not Applicable 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 childminder has a secure knowledge and good understanding of how to keep children safe from harm. She uses extensive policies and procedures to underpin her work with children to help keep them safe at all times.  Children are interested and motivated by the activities and play on offer and teaching is good. As a result, they are making good progress in their learning and development.  The childminder is caring, kind and friendly. She forms effective relationships with children and their parents. This helps children feel secure and happy and effectively promotes their emotional well-being.  Children gain a good understanding of appropriate behaviour and the childminder's expectations because she effectively uses positive reinforcement and praises their achievements.

p.1

It is not yet outstanding because

 The childminder has not yet fully implemented systems to encourage parents to share information about their children's learning at home.

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 viewed all areas of the home used by the children.

p.2

Inspection activities

 The inspector observed interactions, play and learning opportunities for the children indoors.  The inspector carried out a joint observation with the childminder.

p.2

Inspection activities

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

p.2

Inspection activities

 The inspector looked at children's assessment records, planning documentation, evidence of suitability of household members and a range of other documentation, including the safeguarding and self-evaluation procedures.

p.2

Information about the setting

The childminder was registered in 2013 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her two children, one of whom is an adult, in Chellaston, Derby. The whole of the ground floor, the bathroom, a bedroom on the first floor and the rear balcony are used for childminding purposes. There is an enclosed garden for outside play. The family has a dog and two cats. The childminder provides care from Monday to Friday, 7am until 6pm, all year round, except for the week between Christmas and New Year, bank holidays and family holidays. The childminder is currently minding seven children, of whom six are in the early years age range. The childminder receives funding for two-, three- and four-year-old children. She holds an appropriate early years qualifications at level 3. The childminder walks to the local schools and pre-schools to take and collect children. She attends the local toddler

p.3

Information about the setting

groups and takes children to the local library and parks. The childminder is a member of the Professional Association for Childcare and Early Years and receives support from the local authority.

p.3

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

 extend the already good partnership with parents so they are better supported to share information about children's achievements at home.

p.3

who attend

The childminder has a good understanding of the importance of play and how young children learn. She demonstrates a strong commitment to her work, is enthusiastic, and motivates children well. The childminder organises her good range of resources successfully, enabling children to make independent choices in their play. For example, children independently reach for and explore musical instruments, showing excitement as they giggle and smile. They are learning through their senses and developing their physical skills by shaking and grasping the toys. The childminder records children's interests from her observations and plans activities from these. As a result, children are engaged and eager to join in with the activities. The childminder regularly observes and plans for children and uses assessments to identify their next steps in learning. As a result, children make good progress and are acquiring the skills they need to embark on their

p.3

who attend

next stage, such as starting pre-school or school. The childminder understands the importance of the progress check for children between two and three years and has appropriate arrangements in place to complete this when the time comes. The childminder successfully identifies learning priorities for each child and narrows any gaps in their learning, by providing tailored support to help them progress towards the early learning goals. The childminder shares information about children's learning and achievements daily with parents through discussion, text messages, photographs and emails. Therefore, parents know what their children achieve. However, the childminder does not always encourage parents to contribute to planning by sharing information about children's achievements at home. Parents state in written testimonials that they feel well supported by the childminder and receive individual support in aspects of their children's learning,

p.3

who attend

such as toilet training, which they find valuable.

p.4

who attend

Children make choices in their play and are confident in seeking attention from the childminder. The childminder's good understanding of how children learn means that she can effectively plan activities, which interest and excite them. The childminder's interactions with children are good. She is actively involved in children's play and teaching is effective. Her teaching to develop children's communication and language is particularly strong. The childminder is aware that in order to speak and engage in conversation children need to hear language. She talks with children continuously throughout their day. She models the correct pronunciation, enabling children to be gently guided without affecting their confidence and desire to speak. The childminder carefully listens to children as they talk about what they are doing. In addition, she uses a good balance of commenting and questioning to enhance children's critical thinking skills and vocabulary.

p.4

who attend

For example, while children create Christmas trees she talks to them about their trees at home. She introduces words, such as 'sparkle' and 'shiny' to describe the tree, which in turn increases their vocabulary. Children sing with the childminder and recite familiar nursery rhymes using puppets and props. As a result, this promotes their awareness of rhythm, and differing ways language can be used. Children respond well to the childminder's interactions and often choose to play alongside her. Children focus on their activities for long periods of time and become fully engaged in handling the spinning top and completing jigsaw puzzles. Children use their small-muscle skills and hand-eye coordination well as they complete these tasks. Children play with small-world figures and do up poppers on dolls' clothes. They use their fingers to make things work; this develops the skills and abilities they need to begin to hold pens correctly for learning to write.

p.4

who attend

Children have increasing control of their larger muscles as they negotiate stairs successfully to the childminder's home and ride wheeled toys with good control and balance. The childminder helps children to build on these skills as she takes them regularly to the park to use larger equipment.

p.4

who attend

Children can choose from a well-stocked bookcase and enjoy sitting with the childminder as she engages them in enticing story telling. The differing pitch and tone in the childminder's voice sustains children's interest and they explore the illustrations and materials in the book to further understand the story. The childminder uses puppets and dolls to help children to become empathetic and develop their understanding of others. She teaches children about feelings by explaining to them what the dolls and puppets like and dislike. As a result, children grow in confidence, talking about their own preferences, creating an environment where children know their feelings are important. Children are developing the essential skills they need for school because they have a thirst for learning. The childminder encourages children to determine the pace and if children lose interest in a planned activity, the childminder allows them to follow what interests them. Children see

p.4

who attend

numbers on display as they start to make associations between the number and their age, for example. Children learn mathematical language and skills through their everyday play. They count the bricks as they build and sort the toys into categories as they tidy away. The childminder effectively teaches children about space, shape and measurement in activities, such as cooking and looking for shapes in the environment.

p.4

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

The childminder creates a homely environment for children. She is caring, supportive and promotes children's emotional well-being effectively. As a result, children form strong relationships with her. They like to sit with her to look through books. Children enjoy playing together with her, as well as playing independently. The childminder responds affectionately to children if they become upset and they are quickly soothed. She responds well to children's emotional needs and has built good relationships with them. The childminder has systems and procedures to ensure that children are happy and settled. For example, prior to children starting, the childminder gets to know the parents to help the children feel secure. She sends out regular emails and electronic information to ensure that she always engages well with parents. The childminder adapts her practice skilfully to meet the needs of the range of children that attend. Children's behaviour is very good.

p.5

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

The childminder promotes turn taking, which teaches the children to get on well together. For example, children are encouraged to take turns and share the childminder's attention and she consistently reminds children of this. The childminder continuously praises children for working together and following instructions. She is calm and consistent in her expectations of the children. Children have a sense of belonging and high self-esteem. Consequently, they are confident and share their ideas and opinions freely.

p.5

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

The childminder creates a good learning environment. She provides a variety of toys and activities, which challenge children's development successfully. Children are encouraged to use them independently. For example, children know where the puzzles are and can choose which one they would like to play with. Children enjoy this nurturing environment because the childminder is very attentive and acts intuitively to meet their needs. The childminder encourages children's independence and resilience and they ask for help if they need it. This prepares them with the essential self-help skills they need for starting school, such as finding their own clothing and shoes and knowing how to dress themselves. The childminder teaches children very well about how to stay safe, reminding them, for example, about keeping their fingers away while closing doors and teaching them about road safety when they go outside.

p.5

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

Children learn about healthy living. They are able to make healthy choices from the types of food available and they are involved in the preparation of freshly-prepared meals. For example, Jamaican soup. Children wash their hands before handling any food or sitting down for a meal. Children eat together making meal times a social event where they talk to one another and the childminder. Children enjoy outdoor experiences as part of the daily routine, including visits to the park, woods and grassed areas all within close proximity of the childminder's home. The childminder provides a warm and homely environment for children. She supports children's emotional well-being, which helps them in their move from home to the childminder's care. Children are well supported in their move to nursery or school. The childminder recognises that there are skills that the children need when they start school, and helps them to become familiar with the new

p.5

provision

The childminder demonstrates a robust understanding of her responsibilities in meeting the safeguarding and welfare, and learning and development requirements of the Early Years Foundation Stage. She has a good knowledge of child-protection issues, with systems in place to identify and act on any potential concerns and effectively keep children safe from harm. She is aware of the signs and symptoms of abuse and has clear policies and systems outlining the agencies to contact for dealing with concerns that may arise. The childminder has a good range of policies and risk assessments in place. This minimises the risk of accident or injury to children and helps her to keep children safe. She maintains all the required documentation that helps support children's safety and welfare. The childminder understands the implications of using mobile phones when children are present and has appropriate strategies in place to manage this safely. She also

p.6

provision

implements safe procedures for the use of technology to minimise any likely risk to children. As a result, children feel and are, safe in her care.

p.6

provision

The childminder is a highly-reflective practitioner. She uses self-evaluation effectively to drive improvement and ensures a focus on improving practice is in place. As a result, children make good progress in their learning and development. She monitors the education programme and children's progress well. The childminder undertakes opportunities to extend and refresh her knowledge through attending specific training, such as food hygiene, nutrition and observation courses. She uses her knowledge with good effect, implementing changes and adapting her working to incorporate new ideas. The childminder has a relevant level 3 qualification in childcare and is planning her ongoing professional development to extend her formal training in the future. The childminder is part of an accredited network of childminders. Therefore, she works with the local authority to review her work, completing regular audits and identifying strong

p.6

provision

aspects of her practice as well as areas for improvement.

p.6

provision

The childminder works closely with other settings where children attend to help prepare them for their new environment and to complement their learning. She is fully aware of the need to work with other professionals should the need arise, to maintain continuity of care. The childminder works with outside agencies, such as the early years team within the local council. She understands the importance of this so that appropriate measures are in place to meet children's needs and to develop her knowledge. The childminder has good relationships with the parents. They have daily chats with the childminder at the beginning and end of the day to share news. The close relationships the childminder builds with families help children to feel content and parents to feel reassured that children enjoy attending and make good progress.

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.8

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.8

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.9

Setting details

Unique reference number EY464682 Local authority Derby, City of Inspection number 951405 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

p.9

Name of provider

Date of previous inspection not applicable

p.9

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.9

Type of provision

For the purposes of this inspection the following definitions apply:

p.9

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.9

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.9

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.10

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.10

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.11

Type of provision

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

p.11