Childminder in Nottingham

Inspection date

Previous inspection date 19/12/2014 16/03/2011

p.1

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

p.1

This provision is good

 The quality of teaching is good. The childminder listens and responds to children's interests, which allows them to actively learn through play.  Children quickly establish warm relationships with the childminder and, as a result, they are happy, keen to learn and are rapidly growing in self-assurance.  The childminder has effective arrangements in place for safeguarding children. As a result, children are safe, secure and well protected from harm.  The childminder establishes good relationships with parents. She keeps them well informed about their child's progress and welcomes their comments and suggestions.

p.1

It is not yet outstanding because

 The childminder does not always regularly observe or plan for the learning needs of more able children. Consequently, while all children do make good progress, there are occasions where higher achieving children are not fully challenged in order to make the best possible progress.  Although children have some opportunities to explore in the outdoor area, they are not always able to use this freely to engage in physical activity. Therefore their physical development is not maximised.

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 spoke with the childminder and children at appropriate times throughout the inspection.  The inspector observed activities in the playroom and outdoors.  The inspector looked at the childminder's documentation.  The inspector looked at all suitability checks for the adults living on the premises.

p.2

Inspection activities

 The inspector took account of the views of parents and carers from information included in the childminder's own parent survey.

p.2

Information about the setting

The childminder was registered in 2003 on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. The childminder lives with her husband and two children in Nottingham, and uses the whole of her ground floor property for childminding. The childminder has several pet cats. The childminder operates Monday to Friday, all year round, from 8am to 6pm. There is an enclosed area available for outdoor play. The childminder holds an appropriate early years qualification at level 3. Children attend for a variety of sessions. There are currently five children on roll, 2 of whom are in the early years age group. The childminder supports a number of children who speak English as an additional language and children with special educational needs and/or disabilities.

p.3

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

 regularly observe more able children and plan activities that continually offer challenge, so that they are fully encouraged to achieve their full potential

p.3

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

 enhance the use of the outdoor area to provide further opportunities for children to strengthen their good health through physical activity.

p.3

who attend

The childminder has a good understanding of the Early Years Foundation Stage. She provides a wide range of challenging and stimulating experiences, which support children's individual learning and development. The childminder meets with parents during induction so that significant information about their children, such as their interests, is obtained from the onset. These interests are used to identify starting points and form a basis for individual planning. Each child has a learning journal, which contains photographs, some observations and progress summaries, showing how well children are developing in readiness for school. The childminder completes the progress check for children between the ages of two and three years and shares this assessment with parents. Next steps are planned and shared with parents. This helps to create a positive relationship with parents and ensures that they are involved in their children's learning and development. However,

p.3

who attend

the childminder does not always effectively carry out ongoing observations of the children, especially those who are achieving highly. As a result, children who are more able do not always get enough challenges to further extend their already good learning. Nevertheless, all children are making good progress and are well prepared for the move onto school when the time comes. Children partake in a range of planned and freely chosen learning experiences and move confidently around the areas available. They make effective choices about what they explore and play with. For example, easy access to resources provides opportunities for children to explore toys such as interlinking cogs. Children build a large circuit and the childminder further support their learning by showing them how to make the cogs turn. This encourages children's thinking and problem solving skills. Children also explore how things work, as they start to see how the cogs turn each other. Children's mathematical

p.3

who attend

skills are enhanced as the childminder encourages children to count the cogs and recognise the total amount. Children are very well supported by the childminder who is knowledgeable about how children learn. The childminder encourages children to begin to write their own names through making marks on coloured paper. This prepares them for moving on to school. The childminder reads stories to the children and they enjoy this. Children learn new vocabulary through listening to the story and as a result, their early literacy skills are encouraged. Open-ended questions are asked throughout the story, which extends children thinking and problem solving skills. Children enjoy playing with and watching the pet cats, which are kept in the house. They learn about feeding and looking after them.

p.4

who attend

The childminder uses information from parents to support children's cultural observances. They learn about the world around them and feel valued as they discuss routines about home and special places they visit with their family. Key words from children's home language are identified and used to further encourage language and communication skills. As a result, children develop confidence to learn through effective engagement and exploration. Children's personal, social and emotional needs are suitably planned for. For example, the childminder supports some children who are having difficulty adjusting at home, due to their parents recently having a new baby. The childminder supports children through discussions and reading storybooks about babies, and these are on display for children to access independently. Consequently, children are given encouragement to accept changes in their routines and they learn about caring and showing affection

p.4

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

The childminder provides a fostering environment in which children are fully supported by consistent routines and effective trusting relationships. The childminder is very caring and parents spend time settling children in when they first start. Children now settle swiftly on their arrival and feel safe and secure. As a result, children are motivated to explore the environment independently. The childminder encourages parents to share daily information about children's well-being and needs so that these are fully met. They work together on self-care routines, so that children are secure and have continuity of care. Children are happy, confident and emotionally secure. They freely go to the childminder for cuddles. The childminder has excellent knowledge of each child's routines and is fully aware of their needs. For example, she quickly recognises when younger children are tired and takes them into the sleep area with their comforter before settling them down for

p.4

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

their sleep. Children's health and well-being is nurtured well. Children's needs and dietary requirements are adhered to so that their health and welfare is well protected. They have access to healthy snacks and drinks throughout the day. Children bring healthy meals from home and independently serve themselves at the table. Children give out cutlery to each other, choosing from a range of colours that are on offer. Children are encouraged to feed themselves and are given support when needed. The childminder eats with children and acts as a good role model. Mealtimes are used to discuss and reflect on the morning. Discussions also take place about healthy foods and their names. Children's independence is encouraged. The childminder encourages the children to wash their hands independently. This promotes healthy routines and teaches children about cross contamination and germs. However, children do not have regular enough opportunities to

p.4

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

fully develop their physical skills and benefit from regular fresh air in the outdoor area.

p.5

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

The childminder carries out daily health and safety checks of the premises to keep hazards to a minimum. She has effective security systems in place. For example, any visitors attending need to show their identification before entering the premises. As a result, children's safety and well-being is given high priority at all times. Children are calm and display good behaviour. They follow instructions and understand that rules are in place for their own safety. They display excellent manners by asking for things politely and remember to say thank you when the childminder passes them resources. These social skills help them to build positive relationships with others, which helps to prepare them for interaction with a wide peer group at school. The childminder helps to ensure children are emotionally prepared for the move into more formal education. She takes children to the school they will attend so they become familiar with the building and invites teachers to

p.5

provision

The childminder has a good understanding of the requirements of the Early Years Foundation Stage. She has effective safeguarding procedures in place to protect children from harm. The childminder understands the importance of keeping children safe and ensures that all external training supporting her in her safeguarding role is attended. The childminder has a thorough knowledge of what to do if she has concerns about a child's welfare. There is a clear policy on the use of mobile telephones, which safeguards children during their time with the childminder. Other training, such as first aid is completed by the childminder. She deals with accidents and injuries effectively, keeping clear records, which are regularly shown to parents where appropriate.

p.5

provision

The childminder fully understands her responsibility to promote children's learning and development, and does this well. She implements good systems to monitor the rate at which children are progressing and identifies, and addresses any gaps in children's learning and development as they emerge. There is a good focus on reflection and self- evaluation and the childminder accurately identifies her strengths, as well as areas for further development. The childminder has well-established links with the local children's centre where she extends children's play and learning opportunities in regular playgroup sessions. She has also constructed effective partnerships with the local schools that children will transfer to. She provides information, such as summary reports, to pass onto teachers so that children can continue learning from their current stages. Visits from teachers are welcomed and children are encouraged to visit schools with the childminder. This encourages a smooth

p.5

provision

transition for children as they move on to the next step of their learning. The childminder has good relationships with parents who speak highly of her and the learning opportunities that are provided for their children. The childminder keeps a daily diary for each child, which is used as a record and a means of communicating to the parents each day. Parents equally write in the dairy as this is taken home each day, and in this way, the childminder receives regular feedback. They comment on how settled and happy their children are and that they are pleased with the progress their children make.

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 EY270189 Local authority Nottingham City Inspection number 860748 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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