Childminder in Leicestershire

Inspection date

Previous inspection date 08/01/2015 26/02/2009

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early years provision

This inspection: 2 Previous inspection: 3 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Teaching and learning is good. The childminder has a secure knowledge and understanding of how children learn and develop, as a result, children make good progress in their learning.  Relationships and attachments between the childminder and children are good. Consequently, children are happy, feel safe and secure in the childminder's care.  Children are kept safe because 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 occasionally asks too many questions of children in quick succession. Therefore, children are not given enough time to think about the question that has been asked and are not given enough time to form their response.  The childminder does not always make the most of routine hand-washing times, in order to promote opportunities for children to become independent and develop their self-care skills.

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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 the suitability of all household members. She also checked the childminder's qualifications, policies, and procedures and discussed the childminder's improvement plans.  The inspector took account of the views of parents.

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Information about the setting

The childminder was registered in 2002 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and one child in a house in the village of Syston, Leicestershire. The whole of the ground floor and the rear garden are used for childminding. The childminder attends activities at local toddler groups and visits the shops and park on a regular basis. She takes and collects children from the local school and pre-school. There are currently eight children on roll, three of whom are in the early years age group and attend for a variety of sessions. The childminding provision operates all year round from 6.30am to 5.30pm, Monday to Friday, except bank holidays and family holidays. The childminder holds a recognised early years qualification at level 3.

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

 maximise opportunities for children to fully engage in conversations by, for example, giving them more time to think about what they want to say in response to questions asked

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

 strengthen opportunities for children to develop their independence and self-care skills by, for example, providing them with opportunities to wash their hands independently.

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who attend

The childminder has a good understanding of the learning and development requirements of the Early Years Foundation Stage. The childminder provides a caring and welcoming environment for children with a good range of play equipment and resources. Parents complete an All about me booklet, which gives the childminder information about their children's likes, dislikes and interests. This information, as well as initial conversations with parents, help the childminder to ascertain what children can do at home. Having a good understanding of children's abilities before they start in her care, along with her own initial observations of children's abilities, help the childminder to form accurate assessments of children's starting points from which to plan appropriate activities to support their next steps in learning. The childminder keeps parents well informed about their children's progress through daily discussions, daily diary sheets, and the sharing of children's

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who attend

learning-journey folders. This, as well as accurate monitoring of children's achievements enables the childminder to meet all children's individual learning needs. Furthermore, this system quickly highlights any emerging concerns over individual children's development. This enables the childminder to work closely with parents and other professionals, where relevant, in order to put additional support strategies in place. The childminder demonstrates good understanding of how to complete the progress check for children between the ages of two and three years. She shares relevant information with parents and uses the information she gathers to ensure gaps in learning are quickly closed.

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who attend

The childminder provides children with a balance of adult-led and child-initiated activities that engage and motivate children. Young children actively engage with their peers, in their own imaginative role-play as they push the baby dolls around in their pushchairs. The childminder demonstrates effective teaching methods as she talks to children about what they are doing and encourages them to think critically. For example, children choose to play with the electronic musical toys. They press the buttons and twist the dials to make them play various tunes as they move along in time with the music. The childminder supports the children to recall and remember which button they pressed in order to play their favourite song. The childminder praises the children's efforts by saying, 'wow, you did it'. As a result, children gain a real sense of achievement. The childminder effectively encourages children's communication and language skills and personal, social, and

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who attend

emotional development through spontaneous and planned activities. For example, she introduces a new activity of matching pictures of pairs of socks. The childminder supports the children to take turns and help each other find the matching sock. She talks to the children about what they are doing and engages them in fun conversations about socks with holes, having bare feet and wearing tights. The childminder models new words appropriate to the activity, such as circle, stripes, pattern, and rainbow and recasts children's spoken words where necessary. Additionally, she extends the children's knowledge of the uses of socks, such as, as grey socks being worn as part of a school uniform. However, occasionally the childminder asks too many questions in succession, which does not give children enough time to think about how they want to respond to her.

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who attend

The childminder provides a range of resources for children to make marks with, such as, sand, play dough, crayons, and paints. Children are given the opportunity to freely create their own pictures and also enjoy turning pages in a colouring book to find a picture they want to colour. Children demonstrate good physical skills as they open the lid to the crayon box, pick up, and hold the crayon correctly. These activities also help develop children's early writing skills through developing their emerging coordination. The childminder supports children to learn numbers through daily routines and play opportunities. For example, as children build towers with the plastic building blocks she helps them to count the number of blocks. The children take this activity in a different direction as they start to place the blocks on their heads. The childminder skilfully encourages the children to count how long they can keep the block balanced on their

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who attend

heads. As a result, children continue to learn to count in a fun way and also develop physical skills of keeping still and balancing. The childminder makes good use of the local area to provide experiences for children to enhance their learning. For example, she takes the children, along with other childminders and their minded children to the local park. They take buckets, spades, deckchairs, and a picnic. This supports children's social skills well and enhances their imaginative role-play skills as they pretend they are going on a camping trip. Through the warm and close relationships children have with the childminder, they feel secure and grow in confidence. This, as well as the childminder working in close partnership with parents and forming positive relationships with staff at local schools prepare children well for when the time comes to move on to other settings.

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

Children are happy, confident and demonstrate secure attachments to the childminder and their peers. Children play and learn in a warm, friendly, and caring environment. The childminder supports children's emotional well-being through good settling-in processes. Parents are encouraged to gradually build up the length of time children are in the childminder's care, or children can start straight away depending on their needs. This helps children to feel secure and make a smooth move from home into the childminder's care. The childminder is a good role model and praises children's efforts and achievements. Children's artwork is displayed for their peers and parents to see. This helps boost their confidence and self-esteem. The childminder has a calm and relaxed demeanour. She helps children to understand their emotions by using simple face pictures. A red face represents feelings of frustration; a yellow face indicates children need

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

to think about their actions and a green face represents happy and helpful behaviour. As a result, children's behaviour is very good and they are progressing well in their personal, social, and emotional behaviour.

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

The learning environment, both indoors and out are welcoming and children have easy access to resources, which are age and stage appropriate. Children have daily opportunities to play outdoors. The childminder regularly walks them to local play parks where children have the opportunity to play on larger play equipment enabling them to take safe risks and learn to manage appropriate challenge. Children are learning and understanding the importance of boundaries that are in place to keep themselves and others safe. For example, the childminder encourages the children to tidy away the toys on the floor so others do not trip over them and hurt themselves. Additionally, the childminder teaches children about road safety, as they know to hold the childminder's hand or pushchair when out walking and that they only cross the road when the green man shows. Younger children are supported well by the childminder to become

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

independent and manage their own personal needs. For example, children confidently feed themselves and drink independently. Children indicate their self-care needs to the childminder by telling her or passing her the baby-changing mat. Children are familiar with hand-washing routines after toileting and before eating and cooperate with the childminder as she washes their hands. However, there is scope to strengthen children's independence and self-care skills by providing them with opportunities to wash their own hands independently. The childminder has a good understanding of how to avoid cross- contamination. After changing children's nappies, she wipes the changing mat after each use with antibacterial wipes, disposes of the nappy in the outside bin, and washes her hands. Children are developing an understanding of physical changes in their bodies, as they know the difference between being hot and cold. For example, children pretend to

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

shiver when the childminder reminds them how cold it was when they played in the snow.

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

The childminder works closely with parents to meet all children's dietary needs and ensure they are well nourished. The childminder has been awarded the highest food hygiene rating. She has good knowledge and understanding of the recent changes in food safety laws regarding allergens. The childminder provides healthy snacks and home-cooked meals. Mealtimes are sociable occasions where the childminder and children sit together and talk about the day's events. Sleeping children are well supervised and rest or sleep according to their individual needs or parents wishes. Children have further opportunities outside the childminder's home to develop their self-confidence and independence skills. For example, the childminder regular takes children on local outings, accompanied by other childminders and minded children to toddler-activity groups and play parks. Additionally younger children become familiar with the local primary and pre-schools when

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

taking and collecting older children from school. These activities also support children's understanding of the wider community and people within it. This, as well as good parent partnerships, benefits children through consistency of care. As a result, children are emotionally well prepared for the move to the next stage of learning.

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provision

The childminder has a good understanding of her role and responsibilities in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. She is 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 and knows which agencies to inform. The childminder has a very good understanding of the potential online risks of abuse to children when using social media or the internet. She puts appropriate measures in place to keep children safe when using the internet and shares her knowledge of how to ensure children use the internet safely with parents. The childminder has a detailed, written safeguarding policy, which includes the safe use of mobile phones and cameras. The childminder has appropriate documentation in place to record details of

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provision

accidents and the administration of medication. The childminder deploys herself well around the setting to ensure children's needs are met and they are supervised at all times. The childminder is vigilant, she anticipates and minimises potential hazards, enabling children to play freely. The childminder understanding 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. Therefore, she is well prepared to respond appropriately to a first-aid emergency. Positive relationships with parents mean good channels of communication are in place. This enables her to be fully aware of children's individual needs and family circumstances at all times. Consequently, children's welfare is actively promoted and children are kept safe and well protected.

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provision

The childminder demonstrates a positive approach to improving her knowledge and skills, in order to support the learning and development of children in her care. Since her last inspection, the childminder has completed a recognised early years qualification at level 3. The childminder receives and makes good use of support and advice given by the local authority early years advisor. Furthermore, she works closely with other childminder's and providers to share information and fun ideas of educational activities in order to extend children's learning experiences. As a result, she accurately matches the planning of activities to support individual children's learning styles and developmental needs. The childminder reflects well on her practice, which enables her to identify areas to improve the children's learning and development. For example, some children recently had an opportunity to water and care for plants, fruit, and vegetables in a local allotment. The

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provision

children really enjoyed this experience and the childminder used this opportunity to extend children's understanding of the world. As a result, the childminder is intending to include a planting and growing area in her own garden to continue to enhance this area of children's learning and development. The childminder ensures that all areas of learning are covered and that the educational programme provides appropriate challenge for children. The childminder observes and monitors children's achievements well. This, as well as gaining care and developmental information from parents, enables her to identify children's starting points. This effective monitoring of children's abilities quickly identifies any gaps in children's learning. Consequently, the childminder plans appropriate next steps activities in order to support children's ongoing learning and development.

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provision

The childminder has formed good relationships with parents. She keeps them well informed about their children's learning and development and well-being through daily verbal exchanges of information and sharing children's developmental records. Parents are complimentary about the childminder. They comment that their children's communication and language skills have improved and that their children have settled exceptional well in the childminder's care. Additionally, they comment on how well the childminder liaises with school staff, on the parent's behalf, in order to continually support their children's well-being. Strong links with staff at the local school and pre-school have been made. This ensures relevant information is exchanged when needed. As a result, children's consistency of care and learning are well supported and children are well prepared for their next stages of learning.

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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 EY243457 Local authority Leicestershire Inspection number 819667 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

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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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