Childminder in Nottinghamshire

Inspection date

Previous inspection date 09/01/2015 13/01/2011

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early years provision

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

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This provision is good

 The childminder attends child protection training to ensure she maintains a secure knowledge and understanding of her role and responsibility to protect children. As a result, children are effectively safeguarded.  The childminder creates a warm and welcoming atmosphere for all children. As a result, children are very happy, have fun and form warm and secure emotional attachments with her.  Parents keep up to date with their child's progress and how their child's overall needs are met because the childminder implements good communication strategies with them.  Children make good progress in their learning and development given their starting points. This is because the childminder quickly recognises where children require support and provides challenging activities to help them reach their next steps in their learning.

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It is not yet outstanding because

 On some occasions children's learning is not maximised because the childminder does not always make best use of some resources to enhance children's handling and control of tools and scissors.

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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 checked evidence of the suitability of all adults working with the children, household members, and the childminder's qualifications and self- evaluation.

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Inspection activities

 The inspector looked at children's assessment records and a range of other documentation.  The inspector took into account the views of parents and carers.  The inspector completed a joint observation with the childminder.

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Inspection activities

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

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Information about the setting

The childminder was registered in 2009 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and five children in a house in Colwick, Nottinghamshire. The whole of the ground floor and the enclosed rear garden are used for childminding. The family has a pet dog. The childminder attends a toddler group and visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. The childminder holds an appropriate early years qualification at level 3. There are currently 10 children on roll, two of whom are in the early years age group. Children attend for a variety of sessions. The childminder operates all year round from 7.30am to 6.30pm, Monday to Friday, except for public bank holidays and family holidays. The childminder is a member of the Professional Association for Childcare and Early Years.

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

 improve the way some resources are presented to sustain interest and maximise the development of children's manipulative skills and control when using tools and scissors.

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who attend

The childminder implements effective teaching skills overall, such as asking open-ended questions to entice children to engage in conversation. She effectively helps children to feel safe to explore and have a go at trying new challenges so that they learn to do things for themselves while learning to master different skills. For example, the childminder plans a purposeful activity to support children in enhancing their handling and control of tools and scissors. However, resources are not always presented as effectively as possible to help children make the most of these experiences. Consequently, children sometimes lose focus and interest in trying to use the scissors because there are too many other tools and objects on the table. Nevertheless, overall children make good progress and gain many of the skills they need for moving on to school. When children talk about footballs, the childminder quickly engages with children to extend the activity so that they learn more.

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who attend

She suggests making a ball out of dough and shows the children how to have a go in making one. Children respond well and eagerly help the childminder to roll the dough in a ball. The imaginative skills of children are good. The childminder provides activities that she knows the children are interested in, such as fire engines and popular story book characters. Children talk about fires and use the toys well to extend their own learning while pretending to put out fires around the home. Children thoroughly enjoy the dark tent. They use their imaginative skills well and explore with torches and buttons to make lights flash and music play, which enhances their understanding of technology and how objects work. They eagerly request the childminder to engage in hide and seek games, which demonstrates their feeling of safety and enjoyment while in the accompany of the childminder.

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who attend

Children are provided with a quality range of activities and experiences to enhance their all-round development both indoors and outdoors. This is because the childminder has a secure understanding of child development. She also uses effective methods for tracking children's progress from when they first start. She holds discussions with parents from the start, which highlights where the children are in their learning journey, given their starting points. Regular observations and assessments are made to inform future planning of activities, and these are then closely matched to children's identified learning targets. The childminder records this information in each child's own development file and regularly shares this with parents, which keeps them updated regarding their child's progress.

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who attend

The childminder carefully offers suggestions to parents to help guide them in how to support their child's learning at home. The childminder offers valued support to parents and quickly identifies how best to support children's development so that they make good progress in their learning. The childminder has a clear understanding of the importance of children gaining a good range of skills to ensure their readiness for school, when the time comes. For example, children learn to recognise their own name because the childminder displays their name next to their individual hand towels. She also encourages children to make marks on paper, which supports their early literacy skills. The childminder also supports children in being independent, such as encouraging them to fasten and unfasten items of clothing and by putting on their own coats and shoes by themselves.

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

Children's all-round learning and development and welfare needs are supported well. This is because the childminder is a good role model and provides effective teaching that maximises the use of daily routines and self-help care support children's learning. For example, when children learn to use the toilet, the childminder supervises them well and provides the encouragement needed to help them learn to independently undo buttons and then fasten them up again. She talks to the children about how many buttons they have, which builds on their early mathematical skills in a practical way. Children's health and safety is promoted well. They learn about effective hand washing and understand this will stop germs from spreading and making them poorly. Safety is regularly discussed, such as how to keep safe during bonfire night, and these conversations are enhanced through the use of books and experiences to help children understand about possible

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

dangers. Children regularly spend time outside enjoying the fresh air while exercising. Children also spend time at the park learning to safely use more challenging large apparatus. They also undertake nature walks with the childminder which helps them learn about their local community and the people and animals that live in it.

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

Overall, toys and activities are attractively presented, which encourages children to explore by themselves. The childminder creates a safe, welcoming and relaxing environment where she successfully nurtures children's emotional well-being. Children are happy, settled and their behaviour is good. The childminder understands the importance of praising positive behaviour and being a good role model. Messages delivered are consistent, which supports children to feel secure and know what is expected of them. Children thoroughly enjoy the company of the childminder because the childminder promotes a fun time while they are in her care. As a result, children form warm attachments with the childminder and are active learners.

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

Children settle quickly and are supported well in moving smoothly on to the next stage in their learning, such as to pre-school and school. This is because the childminder understands the importance of communicating with parents from the start. She gathers useful information about their child's general personal needs, routines and stage of development, and makes sure this information is then passed on to any other settings the child attends. She sensitively provides appropriate activities to help children settle and is warm and caring with children. This helps them feel safe and secure. The childminder ensures parents remain updated about their child's progress and uses effective methods of communication, such as a daily diary book, for parents to contribute their news and events about their child from home.

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provision

Children are effectively safeguarded. This is because the childminder regularly attends child protection training to ensure she maintains a secure knowledge and understanding of her role and responsibility to protect children. A good range of clearly written information, including the procedures to take should there be any concerns regarding a child in her care, is in place and regular reviewed. The childminder ensures that Disclosure and Barring Service checks for all relevant individuals have been successfully completed. Daily visual checks and annual check-lists are completed to minimise risks to children in the home, garden and for any outings, and these are robust. Children are supervised effectively at all times. A good range of well-written policies and procedures successfully underpins the smooth running of the service the childminder provides. The childminder ensures that parents are familiar with all policies and procedures because she shares the

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provision

written policy file with them as well as engaging in conversation about the procedures. Records are very well-organised, are accurately maintained, held securely and are shared in a confidential way. The childminder has a secure understanding of data protection and when and how to share information safely.

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provision

The childminder understands the importance of, and values the process of, self-reflection. She gathers parents' comments through discussion and written questionnaires, along with the observations of how children play. She collates this information to inform planning for future improvements which will benefit children. The childminder completes regular training to improve her practice and successfully implements any new teaching skills or knowledge gained. For example, the childminder completed training on food allergies and now tracks the ingredients of the food she offers to ensure these meet children's individual dietary needs. She also shares this information with parents so they are always aware of what their child has eaten. The recommendation made at the last inspection has been addressed well. The childminder has reviewed the way she observes what children can do and uses this information to plan purposeful activities to support individual children

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provision

in their next steps of learning. This has also supported the childminder in more effectively monitoring the educational programmes offered to children so that they make good progress, given their starting points.

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provision

The childminder has a good understanding of the importance of having effective partnerships with parents and other professionals involved with the child, such as pre- school staff and teachers at the local school. She offers a good range of information to parents about how their children will be looked after and successfully assists children's move from home and then on to pre-school and school. The childminder ensures that regular conversations are held to share current and necessary information about the child, which keep all those involved informed of the child's overall needs. Parents write about the positive service the childminder provides. They say that they are happy with the service because their children are happy. They also make positive comments about how well their children are progressing since starting with the childminder and how effectively they are kept updated regarding their child's development and 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 EY401403 Local authority Nottinghamshire Inspection number 850355 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 10

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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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