Childminder in Leicestershire

Inspection date

Previous inspection date 12/01/2015 19/12/2011

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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

 The childminder plans a good and varied educational programme for the children that links to the children's individual needs. As a result, they make good progress in their learning.  The childminder meets the emotional needs of young children very well and they form secure attachments.  The childminder provides a good-quality running commentary to children throughout their play activities and routines. This approach has a positive impact on children's communication and language skills.  The childminder has a good understanding of her responsibilities with regard to child protection. Her home is safe and good steps are taken to reduce potential dangers. Children are well safeguarded while in her care.

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It is not yet outstanding because

 Children are not always fully supported in using their senses to extend their exploration and investigation skills.  Opportunities to build further on children's good literacy skills are not always fully realised because, for example, there are few labels, signs and examples of print for children to refer to as they play and learn.

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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 held discussions with the childminder and children at appropriate points throughout the inspection.

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Inspection activities

 The inspector looked at the observation, assessment and progress records available for the early years children.

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Inspection activities

 The inspector took into account the views of parents expressed through written feedback letters.

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Inspection activities

 The inspector examined documentation related to children's assessment and planning. She checked evidence of suitability for household members and evaluated the implementation of policies and procedures, including the safeguarding procedures.

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Information about the setting

The childminder was registered in 2011 and is on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. She lives with her partner and one child in Leicestershire. The whole of the ground floor and first-floor bathroom are used for childminding purposes. There is an enclosed garden available for outside play. The childminder is able to take and collect children from local schools and pre-schools. There are currently six children on roll, of whom three are in the early years age group. The childminding provision operates from 7.30am to 5.30pm, Monday to Friday, all year round with the exception of bank 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:

 build further on children's developing literacy skills by, for example, providing more signs, symbols and print for them to refer to as they play and learn

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

 support children to extend their exploration and investigation skills by, for example, providing resources that enhance their sensory experiences.

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who attend

The childminder has a good understanding of the learning and development requirements of the Early Years Foundation Stage and demonstrates good-quality teaching skills. She provides a learning environment where children enjoy a good range of toys and play equipment. The childminder knows the children well and has an accurate understanding of where they are in their development and what she needs to do to help them reach the next steps in their learning. She uses information gathered from parents about children's starting points so she is able to build on what children know and can do. This enables her to extend their learning to a good level. The childminder regularly completes observations on children and these indicate that children are making good progress in all areas of their learning. Consequently, children are well prepared and ready to start nursery and school. The childminder encourages parents to contribute to children's learning journals. They

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who attend

take the learning journals home so they can keep up to date with what children have been doing, enabling parents to further support their children's learning and development at home. Parents are also provided with a summary of the progress check for children between the ages of two and three years. This helps with the identification of any additional support that might be needed, so that children have their needs met and are able to reach their full potential. The childminder interacts well with children as she sits at their level and joins in with activities, motivating them and encouraging their use of language. Using musical instruments, they sing popular nursery rhymes and songs and explore the sounds of the drums, shakers and bells. However, children are not as well supported to use all of their senses to develop their exploration and investigation skills. The childminder takes children on regular outings, such as to local children's groups, which help them to socialise and

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who attend

learn about the world around them. Children look forward to their weekly visit to the local library where they join in with the 'wriggly readers sessions', listen to stories and engage in simple signing. Children have many opportunities to follow their own interests and they enjoy playing with dolls as they dress them, put them to sleep in cots or pretend to feed them. The childminder uses play opportunities to help children develop their counting skills and recognition of numbers. For example, they use a good range of objects to count and sort, such as different coloured bears, and children see numbers displayed on posters in the environment.

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who attend

The childminder engages very well with children. She joins in with activities, sitting on the floor and motivating them while also encouraging their use of language. She listens to what they say, gives them time to think about their responses and offers plenty of praise. She uses open-ended questions to develop and extend children's thinking and understanding, and builds on their vocabulary by extending their sentences. As a result, children become confident communicators and are able to implement their own ideas in their play. Children enjoy looking at family photographs and point to the images as they tell the childminder who each person is. The childminder introduces new words, as she reads to children, to help them develop their vocabulary and literacy skills. However, there are fewer opportunities for children to build on their skills spontaneously as they play because, for example, there are few signs, symbols or examples of print in the

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who attend

environment for them to refer to as they play and learn. Children demonstrate increasing levels of concentration as they sit at the table making collages from different materials. They design colourful pictures, as they stick a range of animals on paper and make marks in their own 'busy books'. Children enjoy designing self-portraits and they look in a mirror to see their facial features. The childminder encourages younger children to point to parts of their bodies. The childminder has effective relationships with nurseries and schools in the area, in order to share information about children and to support them when the time comes for them to move on. She requests copies of newsletters from the other settings children attend so she is able to complement their learning when the children are in her care. Children obviously enjoy their time at the childminder's home and gain good skills to help with their readiness for school and in preparation for the next stage in their learning.

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who attend

The childminder prepares children for change as she takes them to visit the nursery school they will soon attend so they see where they will play and become familiar with their new environment.

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

The childminder has a high regard for the importance of helping children to settle in. She works patiently and sensitively with both children and parents to help them feel reassured. She sensitively informs parents through their preferred method of communication, such as daily verbal discussions, using daily diaries or text messages to ensure they know children have settled and how they are developing. The childminder attends local toddler groups in order to promote opportunities for younger children to experience play in larger groups and develop their confidence in new situations. This supports children to progress well in their personal, social and emotional development. The childminder creates a calm and relaxed atmosphere that enables children to feel at ease and supports their sense of belonging. Children behave very well and they know they can go into the conservatory to choose the toys they want to play with. The childminder offers lots of praise and

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

encouragement, which enables children to develop good levels of self-esteem and confidence from a young age.

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

Effective hygiene routines are in place and children learn about the benefits of adopting a healthy lifestyle. For example, children wash their hands before meals and after using the toilet. The childminder wears gloves to reduce the risks of cross-infection and she cleans babies' hands after they have had their nappy changed. This means from an early age young children begin to learn about their own hygiene needs. Children get plenty of fresh air and exercise and this contributes to their physical health and well-being overall. They regularly play in the garden, on the green or at the park where they use a range of equipment. The childminder completes regular risk assessments of her home and the outings she takes children on. She uses these to promote children's safety well, and to quickly identify and minimise potential hazards. Children are helped to learn about their own safety, because, for example, the childminder reminds them why they must be

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

careful when crossing the road. Children keep safe and learn what to do in an emergency as they practise fire drills. Visitors to the premises are asked to sign in and out. This ensures children are kept safe and secure.

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provision

The childminder demonstrates a full and secure knowledge of the safeguarding and welfare requirements of the Early Years Foundation Stage. She keeps up to date with training and is aware of her role and responsibilities relating to child protection, which she clearly conveys in her written safeguarding policy. She has a good awareness of what to do in the event of her having a concern about a child to help to protect their welfare. She has recently completed online safeguarding training.

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provision

The childminder demonstrates a good capacity for maintaining continuous improvement and to improve the outcomes for children. She has taken positive action in response to the recommendations raised at her last inspection. She ensures that the quality of the educational programme and children's development is monitored by undertaking systematic observational assessment. This helps to make sure that children make consistently good progress. In addition, she has made improvements to ensure children understand about their own safety and how to keep themselves safe when using tools. The childminder undertakes professional development in order to ensure her knowledge and skills are kept up to date and this has a positive impact on outcomes for children.

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provision

The views of children and parents are valued by the childminder, who seeks to find out what parents think about her provision. Parents speak highly of the childminder. They comment positively about how their children enjoy attending. One parent comments that the childminder is 'brilliant, amazing and has helped my child grow and has been a great support for me.' Another describes the childminder by saying, 'It takes a big heart to shape little minds.' The childminder regularly shares information about the children's care and learning. As a result, parents are kept well informed about their child's progress. The childminder also has a good range of clearly written policies and procedures in place which are shared with parents. Partnership working with others involved in children's lives is good and information is regularly shared to ensure consistency. The childminder has close partnerships with other early years providers to share information in order to fully promote

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provision

children's learning, development and welfare. This consistent approach helps children to make good progress in readiness for school.

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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 EY430955 Local authority Leicestershire Inspection number 870404 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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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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