Childminder in Derby

Inspection date

Previous inspection date 08/01/2015 03/02/2009

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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 provides a welcoming homely environment, with consistent boundaries and familiar routines. This helps children to feel safe and secure.  The childminder knows the children well. She makes use of effective teaching methods to ensure that activities are tailored to the children's interests and capabilities. As a result, children make good progress.  The childminder has formed strong, emotional attachments with all children and their families, which helps them to settle well. They are loved, well cared for and warmly welcomed into the home.  Children are confident and independent learners. This is because the childminder values children as unique individuals and continually praises them for their efforts.  The childminder ensures policies and procedures, in order to safeguard children, are effectively implemented into her practice. Therefore, children's welfare is very well promoted.

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It is not yet outstanding because

 On some occasions, the childminder does not always ensure that hygiene practices fully promote the good health of the children.

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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 viewed activities in the main playroom and rear garden of the childminder's home.

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Inspection activities

 The inspector spoke with children and considered the views of their parents throughout the inspection.

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Inspection activities

 The inspector completed a joint observation with the childminder and talked with her throughout the inspection.

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Inspection activities

 The inspector viewed a range of documentation, including evidence of suitability checks, training and the policies and procedures of the setting.

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Information about the setting

The childminder was registered in 2003 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She works with another registered childminder. The childminder lives with her husband and three children in a house in Littleover, Derby. A designated two-storey 'granny flat', indoor heated swimming pool and the rear garden are used for childminding. The childminder attends a toddler group and activities in the local community. She visits the shops and park on a regular basis. The childminder collects children from the local schools and pre-schools. There are currently 16 children on roll, four of whom are in the early years age group and attend for a variety of sessions. The provision operates all year round, from 7.45am to 6pm, Monday to Friday, except bank holidays and a family holiday.

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

 enhance the steps taken to prevent the spread of infection when children are washing their hands and when blowing their noses, in order to fully promote the good health of the children.

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who attend

The childminder creates a welcoming and stimulating learning environment. Children are provided with a comprehensive selection of purposeful and developmentally appropriate resources. They are encouraged to lead their own play and make informed choices about what and where they want to carry out their learning. As a result, children become independent learners. The childminder has a high-level awareness of how children learn best. She is, therefore, able to use skilful teaching methods to effectively support and extend children's development. For example, she asks questions and makes suggestions, which encourage children to think and solve problems. Subsequently, children make good progress. In addition, children become confident in their abilities and develop a broad range of skills, which help to prepare them for their future learning.

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who attend

Children enjoy activities, such as blowing bubbles, in the garden. The childminder makes good use of these opportunities to support children's learning. For example, she introduces mathematical concepts, including shape and size, into play. The childminder encourages children to explore different ways of popping the bubbles, including stamping on them and in doing so, she supports their physical development. Older children develop sound literacy skills. They confidently recognise letters and the sounds which they make. The childminder encourages this development through fun activities, including play with ink pads and stamps. She skilfully engages the children's learning by demonstrating that she is having fun and asks them questions, which encourage them to participate.

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who attend

The childminder has a thorough understanding of the capabilities of the children and has high expectations for their learning and development. A tailored and flexible settling-in procedure enables the childminder to become familiar with children's individual needs and preferences before they start. The childminder holds meaningful discussions with parents to further support this process. This helps to ensure that children are well supported during their transition into the setting. The childminder regularly assesses children's progress, including the completion of the progress check for children aged between two and three years. She uses this information to effectively plan and provide activities, which encourage next stages of development. Planning is very flexible, meaning that the childminder is able to follow children's individual interests and emerging needs. The childminder takes time to discuss each child's learning on a daily basis with their parents.

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who attend

She provides detailed written summaries of achievements each day, which parents comment on. Therefore, parents have the information that they need to guide their child's learning at home.

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

Children are happy and enjoy their time with the childminder. She is an open, caring and a warm person. Children form close bonds and attachments with her. As a result, they are confident and demonstrate that they feel secure in her company. The childminder responds appropriately to children's needs. For example, she creates a quiet area for children to use when they become tired. This effectively supports the well-being of the children. The childminder gathers good information from parents. This ensures that she knows about their child's individual needs. The childminder is a good role model. She is polite and respectful to the children, who are encouraged to use good manners and learn to respect each other's differences as they play together. The childminder skilfully celebrates achievements throughout the day, offering positive praise and encouragement. Therefore, children develop good self-esteem because they know they are appreciated.

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

Such attributes help children to feel emotionally prepared for moving onto the next stage in their learning, such as school. In addition, the childminder is clear and consistent about her expectations of behaviour. As a result of this, behaviour is good and children play confidently and cooperatively together.

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

The childminder makes good use of the space in her home to create a welcoming, well- organised and enabling environment. Children are actively encouraged to freely and safely explore the areas used for minding with confidence. For example, equipment and resources are in good working order, stored at children's level and are easily accessible at all times. Consequently, children become confident learners. The childminder takes all reasonable steps to ensure the children's safety. She minimises any risk efficiently, to ensure practice meets the emerging needs of the children. For example, she identifies and removes toys that children may trip over. Children develop an understanding of how to manage their own safety because the childminder engages in continual dialogue about risks with them. For example, she explains how to climb the stairs safely. Children benefit from this as they to learn how to manage their own safety, which in turn helps them to

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

feel safe and secure. The childminder has a good understanding of how to promote the good health of the children. She provides a well-balanced menu of meals and attends to children's dietary requirements efficiently. Children are motivated to try new tastes and have access to fresh drinking water. The childminder makes good use of the daily routine to encourage children to develop their independence. For example, children skilfully feed themselves and put on their own shoes and coats. The childminder encourages children to wash their hands after they have been to the toilet and before meals. She talks to the children about the importance of this routine, which means that they are developing appropriate self-care skills. However, all of the children dry their hands with the same towel and although the childminder provides fresh towels throughout the day, this does not always fully prevent the spread of infection. Likewise, on some occasions, when wiping children noses, the

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

childminder does not routinely discard of tissues or always wash her hands afterwards. Consequently, this element of the childminder's practice does not always promote good hygiene.

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provision

The welfare of the children is effectively promoted as the childminder has a positive attitude to her role and responsibilities under the safeguarding and welfare requirements of the Early Years Foundation Stage. The childminder's working practices ensure that a robust set of policies and procedures, which support the well-being of the children, are adhered to. The childminder attends regular and enhanced safeguarding training to develop her knowledge. Subsequently, she has a good understanding of how to keep children safe from harm. Furthermore, the childminder has a clear understanding of child- protection procedures and who she should report any concerns to. All people who live in the childminder's home have been subject to relevant Disclosure and Barring Service checks. These measures help to promote the welfare of the children. Risk assessments of the premises, including outings and resources, are implemented, which help to ensure that

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provision

The childminder has a comprehensive knowledge of the learning and development requirements of the Early Years Foundation Stage. She is well motivated to make sure that children make good progress while in her care. She monitors the quality of the educational programme and the progress that groups of children make. This is in order to ensure that their progress is ongoing and any gaps in their learning are closed quickly. The childminder works with another childminder. They work effectively together and share good working practices to improve outcomes for children. Likewise, the childminder is able to reflect on her setting critically. Strengths and weaknesses have been identified through self-evaluation procedures and plans to enhance practice support the ongoing development of the setting. Improvements have been made since the previous inspection. For example, the childminder has developed the systems for the planning and the

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provision

assessment of children's progress. In addition, the childminder shows a strong commitment to her professional development by attending any relevant training events that become available. She implements what she learns quickly, in order to enhance her practice. The childminder has a positive attitude to developing partnerships with parents. Parents are kept well informed about their child's care, achievements and progress in their learning through meaningful daily conversations. The childminder spends time getting to know parents and regularly seeks their views and wishes. Furthermore, parents comment that they are very happy with the care and education that the childminder provides. Children benefit from this effective partnership, as learning is continued at home. The childminder has a good understanding of the need to work with other settings and external agencies to provide continuity of care and learning and to acquire support and

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provision

obtain interventions for children, should they need it. The childminder has developed close links with local schools, which enables her to gather detailed information about children's next steps in learning. The childminder uses this information to inform planning, as a result learning is efficiently complemented across settings.

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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 EY236462 Local authority Derby, City of Inspection number 870035 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 16

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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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