Taylor Deborah Louise

Inspection date

Previous inspection date 16/12/2014 27/06/2014

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early years provision

This inspection: 2 Previous inspection: 4 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 and learning is good. The childminder employs effective teaching strategies and has a secure understanding of the abilities and needs of children in her care. As a result, children make good progress in their learning.  Children are happy and emotionally secure because of the warm, nurturing, family environment the childminder provides.  The childminder supports children's communication, language and literacy development well. Consequently, they are developing key skills in readiness for school.  The childminder has a good understanding of her responsibilities and the procedures for safeguarding children. She effectively supports children's understanding of how to keep themselves safe and healthy.  The childminder has established good relationships with parents and other providers. As a result, children benefit from consistency in both their care and learning.

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It is not yet outstanding because

 The childminder does not always maximise opportunities to share children's learning and development information with provisions all of the children attend, in order to fully support and extend children's good progress even further.  The childminder misses some opportunities to enhance children's developing creativity by not having enough equipment, materials and resources readily available for them to freely explore and use to create their own artwork.

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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 childminders self-evaluation form and improvement plans.  The inspector also took account of the views of parents.

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Information about the setting

The childminder was registered in 1992 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and adult child in a house in Shepshed, Leicestershire. The whole of the ground floor is used for childminding. The family has a pet dog. The childminder takes and collects children from the local pre-schools and schools. There are currently seven 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 from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays.

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

 enhance the arrangements for the sharing of information and partnership working with all the provisions that children attend, to further support and complement children's ongoing learning and development

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

 enrich opportunities for children to freely choose their own equipment, materials and resources, in order for them to be fully engaged in their exploration and understanding of using different media and materials to create their own artwork.

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who attend

The childminder demonstrates a good understanding of the learning and development requirements of the Early Years Foundation Stage. She has a sound knowledge of all areas of learning and of the levels of development children go through. The childminder exhibits good quality teaching. Her interactions with children are warm, caring, considerate, and timely. The childminder models good language and introduces new words, such as, 'toboggan' and 'skating' as she assists children in playing a Christmas picture matching card game. Additionally, she explains to children and demonstrates how to play a new number scoring game. For example, children arrange the numbered bean bags from one to 10 and she shows them how to throw the bean bag into the corresponding number hole in the net. Children listen intently and eagerly copy her. They become deeply involved in the activity and continue to find different ways to throw the beanbags to get them in

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who attend

the corresponding hole. This shows the childminder supports children's understanding of numbers, shape, space and measure, and helps them to become effective learners.

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who attend

The childminder works closely with parents in order to support children's learning and development. For example, when children first start in her care she asks parents to complete an 'All About Me' booklet, which captures children's likes, dislikes and interests. Parents contribute information about their children's learning and development at home through daily conversations. This, as well as the childminder's own initial observations of children, enable her to form accurate starting points from which to plan appropriate activities to support children's next steps in learning. Ongoing observations of children's achievements are recorded in children's learning folders and are used to regularly monitor children's progress. This method is effective in identifying any gaps in children's learning, enabling the childminder to plan and put in place additionally, suitable activities where needed. The childminder works closely with parents when completing the progress check

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who attend

for children between the ages of two and three years. The childminder regularly takes children to local pre-schools and schools. She has established good partnerships with staff of some of the provisions children attend, but this has not been extended to include all the provisions children link into. Therefore, continuity in care and learning is not maximised consistently.

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who attend

The childminder provides children with a broad range of adult-led and child-initiated activities, both in the home and through outings, which challenge and motivate them. For example, the childminder knows the boys in her care particularly like to collect twigs and sticks. Therefore, she plans outings to wooded areas enabling children to develop an understanding of the world as they make tree trunk rubbings using crayons and paper. Children collect many sticks and twigs and try their hardest to lift heavy branches. This supports children's physical development and gives them opportunities to create and think critically. Furthermore, the childminder supports children's self-confidence and self-esteem as she takes home the sticks and twigs they have collected. She displays these with fairy lights to create a Christmas decoration which children enjoy showing their parents. Additionally, children use some of the sticks to make arms for the snowman picture they

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who attend

make. Children enjoy this creative activity, demonstrating very good cutting skills as they draw and cut out their snowman's face. They enjoy exploring the cotton wool and sticking it on their picture, pretending it is melting snow. However, some children start to lose interest, as the childminder does not have enough equipment, materials, and resources readily available for them to freely explore and use instantly to create their own artwork. The childminder pays attention to how children engage in the activities and gives them time to solve their own problems. For example, children spend time moving the jigsaw pieces around and try to make them fit in the correct space. The childminder offers the children guidance, and gives clear and simple instructions, incorporating mathematical terminology such as bottom, top and straight edge. Consequently, children finish this task for themselves and gain a real sense of achievement.

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who attend

Children have easy access to books and enjoy snuggling on the settee and reading them with the childminder. Children's early writing abilities and letter sound recognition are supported well by the childminder. For example, she supports children to trace and write the letters of their name, while sounding out the initial letter. Furthermore, children create and write their own stories with a series of marks, dots, and circles, demonstrating very good early writing skills. Children are confident to share their writing with the childminder and tell her what their written marks say. Consequently, children are progressing exceptionally well in their literacy development and are acquiring the skills, attitudes, and dispositions they require which prepares them well for when the time comes to move on to other settings, such as, pre-school or school. The childminder provides stimulating resources that relate to children's current interests. For example, children eagerly try to

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who attend

guess what is in the sack from the clues the childminder gives them. Children demonstrate good listening and attention skills as they work out the toys in the sack are a reindeer, snowman, and Santa. Children's understanding of technology is developed as they have opportunities to play with interactive matching, sorting, and counting games on an electronic tablet device.

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

The childminder has positive and warm attachments with the children. She supports children's emotional well-being through good settling-in processes. For example, she obtains information about children's interests, level of development, likes, and dislikes before they start. The childminder encourages the parents to stay with their children at initial visits, and then gradually build up the length of time they leave their child in her care. This helps children feel secure and make a smooth move from their home into her care. The childminder is a good role model and praises children's efforts and achievements regularly. For example, children draw their own snowman face on a piece of paper and carefully cut it out. The childminder comments on how fabulous the picture is and how amazing the cutting out skills are. This boosts children's confidence and self-esteem and children proudly say, 'I did it!' The childminder provides a good range of toys, which are

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

age appropriate. The toys and activities are presented on the floor, in boxes or on a low- level table and children can easily access additional toys and books from a large storage unit. Additionally, the childminder makes use of a local toy library where children can choose from a range of resources. For example, activity and story sacks as well as larger equipment such as sit and ride on cars are available. Throughout the day, the children have opportunities to play in the enclosed outdoor garden. Additionally, children have plenty of exercise through daily walks to school and regular outings to country parks and woodlands. Larger play equipment and opportunities to climb trees allows children to take small risks and experience physical challenge. Consequently, children are developing good physical skills and benefit from fresh air and exercise.

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

The childminder uses a positive and consistent approach to managing children's behaviour. She has a calming manner and is patient and consistent in her expectations. Children play together cooperatively and evidently enjoy each other's company. Children share, take turns with the resources and carry out small tasks for the childminder such as putting their plastic chairs under the table ready for lunch. Children mostly say 'please' and 'thank you' and only need an occasional reminder to use their manners. The childminder also reminds the children how nice it would be to thank their friends for being kind and helping them. Consequently, children's confidence, self-esteem, and well-being is exceptionally well promoted. Children understand that boundaries are in place to keep themselves and others safe. For example, the childminder teaches children how to walk carefully next to main roads and how to use the pelican crossing, enabling them to cross

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

the road safely. When travelling on public buses, the childminder reminds children that they need to sit sensibly, explaining why different modes of transport do not always have seat belts. Additionally, children know to tidy away the toys they are playing with before they get new toys out, so that they all have enough room to play safely. Children are encouraged to become independent and manage their own personal needs. The childminder is close by for support and gives gentle reminders about the importance of washing their hands. Children are encouraged to put on their own coats, shoes, hats and the childminder helps and supports them to zip up their own coats. The childminder seeks information about children's dietary requirements and any allergies they may have when they start in her care. The childminder provides healthy snacks and children choose to drink milk or water. Sleeping children are well supervised and rest or sleep according to

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

their individual needs or parental wishes. Children have regular opportunities outside the childminder's home to develop an understanding of the wider community and to develop further their self-confidence and independence skills. For example, younger children accompany older children on their walks to and from local pre-schools and school. The childminder regularly takes children to the local toddler group and visits to the toy library where they play and socialise with others. Consequently, children are emotionally well prepared for the next stages of their learning, such as, attending pre-school or school. Additionally, the childminder takes children on outings such as to the seaside, Nottingham City centre and country parks and woodlands.

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provision

The childminder has a good understanding of her role and responsibility to meet the safeguarding and welfare, and learning and development requirements of the Early Years Foundation Stage. The childminder has updated her safeguarding knowledge through recently attending a child protection training course. She is now fully aware of the potential signs and symptoms of abuse and has a secure understanding of her responsibilities regarding protecting children. She knows the procedures to follow if she has concerns about a child's welfare or an allegation is made against her. Appropriate documentation is in place to record any concerns she may have. The childminder has a detailed, written safeguarding policy and information about the use of mobile phones and cameras. She shares these policies, along with other required documentation, with parents when children start in her care. The childminder has appropriate documentation in place

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provision

to record details of children's attendance, accidents, and the giving of medication. The childminder is vigilant and minimises hazards through effective daily risk assessments. Therefore, enabling children to play freely. The childminder understands when she needs to inform Ofsted of any changes to her service such as informing them of any changes to adults living in the household. The childminder holds a current paediatric first-aid certificate. Consequently, she is well prepared to respond appropriately to a first-aid emergency. The childminder has a good understanding of how to keep children safe when using the internet. The childminder deploys herself well around the setting to ensure children's needs are met and they are well supervised at all times.

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provision

Since the last inspection by Ofsted, where the childminder received a number of actions to improve, and one subsequent monitoring visit, the childminder has demonstrated a positive approach to improving her professional development in order to enhance the learning, development and care of the children. For example, the childminder has attended the local authority 'How to be a good childminder' training events. These have led to an increased knowledge and understanding of how to assess the progress children are making. As a result, she accurately identifies children's next steps in learning and plans interesting, motivating, age and stage appropriate challenging activities. She correctly matches these activities to children's individual learning styles and their development needs. For example, all children have made their own picture of a fire engine and five fire officers, which the childminder uses at singing time to help consolidate

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provision

children's learning of numbers. Furthermore, the childminder gives to parents the written words to the song, enabling them to become actively involved in their children's ongoing learning. Since the last inspection, the childminder has worked closely with her local authority advisor to reflect on her practice. As a result, she has identified an accurate overview of the provision's strengths and weaknesses, and is continuing to implement relevant self-improvements to enhance children's learning. For example, she has visited a natural play resource library to obtain resources, such as, large cardboard boxes so children can make dens, in order to enhance their imagination development even further.

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provision

The childminder has good relationships with parents and keeps them informed about her practice through daily verbal exchanges. Parent testimonials contain positive comments about the childminder and the care she provides. They comment on how their children's speech and confidence has progressed and how their children love to sing songs and engage in pretend play since being in the childminder's care. Good relationship with local pre-school and school staff have been made. Additionally, the childminder exchanges learning and development information with some of the pre-schools children attend. This ensures some relevant information is exchanged and contributes to the good progress children make towards their early goals. However, there is scope to enhance the arrangements for the sharing of children's achievements with all provisions that they attend, to further support and complement all children's ongoing learning and

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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 225428 Local authority Leicestershire Inspection number 984859 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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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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