Childminder in Derbyshire

Inspection date

Previous inspection date 15/01/2015 16/01/2012

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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

 Children make good progress towards the early learning goals, because the childminder plans a varied range of activities that help them to move forward in their learning and build on what they already know.  The childminder gives good consideration to partnership working with other settings and professionals, to ensure that she is aware of any needs or concerns and can ensure children receive consistent support.  The childminder effectively safeguards children through her confident understanding of child protection issues and procedures, careful supervision and appropriate risk assessments of both the premises and outings.  The childminder makes good use of her training, links with other childcare professionals and advice and suggestions from her childcare improvement officer, to improve her practice and identify relevant areas for future improvement.

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It is not yet outstanding because

 Occasionally, the childminder does not give children sufficient time to think and respond to questions or comments to further their communication skills.  The childminder does not always maximise opportunities to consistently share the precise detail of how to support children's next steps in learning with parents and carers. As a result, some opportunities to help them to guide children's learning at home are missed.

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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 observed activities in the playroom.  The inspector discussed a planned activity with the childminder.

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Inspection activities

 The inspector looked at children's assessment records, planning and other documentation.

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Inspection activities

 The inspector checked evidence of the suitability of adults living on the premises, the childminder's qualifications and self-evaluation form.

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Inspection activities

 The inspector took account of the views of parents gathered through the childminder's parent and carer survey.

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Information about the setting

The childminder was registered in 2011 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives in a house in Chesterfield. The whole of the ground floor, the first floor bathroom and the rear garden are used for childminding. The childminder has fish as pets. The childminder attends stay- and-play sessions within the community. She visits the park on a regular basis. She collects children from the local schools. There are currently 10 children on roll, two of whom are in the early years age group and attend for a variety of sessions. The childminding provision operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder is a member of the Professional Association for Childcare and Early Years. She has a childcare qualification at level 3.

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

 build on the already good teaching to help children to make even better progress by, for example, ensuring that children are always given opportunities to think and respond to questions or comments

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

 strengthen the already good partnerships with parents and carers by consistently sharing information about how they can guide their children's learning at home, to help children to make even better progress towards the early learning goals.

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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 as a result, children make good progress in their learning. The childminder effectively observes children to assess their stage of development and what their next steps in learning are. She then plans a varied programme of activities and effective support to help children to move forward in their learning. The childminder gives good consideration to supporting children's independence and social skills. She organises the toys and resources well and consistently encourages children to decide what they want to play with, or to extend their play by choosing additional toys. Consequently, children are engaged in play and enjoy themselves. Children regularly show enjoyment at their own achievements as they smile or laugh. The childminder takes children on a range of regular outings within the local community,

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who attend

including opportunities to play with other children, to promote their personal and social development. This helps to prepare children for their next stage in learning. The childminder is skilful at encouraging children to do things for themselves, and as a result, they concentrate and persevere with tasks. For example, children enjoy playing with the workbench, and the childminder explains and demonstrates how to use the different tools. They show good control of their physical skills as they carefully knock a nail into the hole, or fit the screwdriver into the correct slot on the head of the screw. The children then attempt to remove the nails using the pliers and to support them in achieving this, the childminder encourages them to investigate how the pliers work. As they discuss that there are different pairs of pliers, the childminder introduces mathematical size language to incorporate other areas of learning. The childminder

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who attend

effectively develops children's understanding by giving very clear instructions during activities. As a result, even younger children can follow instructions, for example, putting a specific toy away in the correct box, without any further prompt. The childminder talks to children during play and introduces new words to develop their vocabulary. However, on occasion, the childminder does not give children sufficient time to think and respond to questions or comments, to further support them in expressing themselves and explaining their own ideas.

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who attend

The childminder gathers useful information from parents and carers regarding children's stage of development, as they first start with her, so that she can identify where they need support. She regularly shares information with parents and carers about their child's achievements. She shares her observations and tracking information so that parents and carers are kept up to date with their child's learning and development. The childminder initiates some useful discussions about how she is supporting children's learning and development in some areas, so that parents and carers can complement this at home. However, the childminder does not consistently share this information with parents and carers about all of the next steps in learning, to help children to make the best possible progress.

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

The childminder gathers detailed information about children's needs and routines when they start with her. She agrees a programme of settling-in visits, so that children settle well and are comfortable separating from their parent or carer. She has a good understanding of children's needs and adjusts the routine throughout the day, to ensure these are met. As a result, children form strong attachments with the childminder and enjoy her company. The childminder is very positive, warm and friendly with the children. She effectively distracts children or uses her tone of voice to indicate when certain behaviour is not appropriate. She regularly praises and encourages children during play, which promotes their self-esteem and results in them behaving well. The childminder effectively helps children to become emotionally well prepared for school. She takes children on a varied range of outings, including stay-and-play sessions, where they get to

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

mix with different children and experience groups of different sizes. Children learn that there are boundaries and expectations within different settings, for example, sitting in a circle for certain activities. The childminder helps children to feel confident about going to a new setting, by talking positively about the other setting and reading stories that they can relate to. The childminder effectively organises the environment, so that children develop good levels of independence. She displays toys and resources in organised boxes that children can access at any time. She provides opportunities for large physical play in the garden on the climbing equipment. She also provides regular outings to the local woods or park, and explains to children that it is important they enjoy regular fresh air and exercise. The childminder appropriately incorporates the seven areas of learning outdoors. For example,

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

children grow fruit and vegetables that they can eat for snack. To further support children's understanding of a healthy lifestyle, the childminder introduces different fruits at snack time, to encourage children to enjoy a range of healthy foods. To teach children and understanding of how to stay safe, the childminder provides clear explanations of why certain actions are unsafe. For example, she encourages children to move things close to them when they are using the table, rather than reaching up or kneeling. Children practise the emergency evacuation procedure and the childminder has clear routines that children follow when they go on the school run, or an outing. Where the childminder identifies that particular children have specific issues about safety, she makes good use of toys and resources to improve their learning. For example, the childminder uses a particular teddy bear to reinforce the expectations of car safety with the children.

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provision

The childminder is meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. She has recently updated her knowledge in safeguarding and, as a result, has a secure understanding of possible signs or indicators of abuse and what to do if she has any concerns. The childminder informs parents and carers of her procedures to ensure children's safety with regards to the use of electronic equipment on the premises. The childminder supervises children at all times, to ensure their safety, both indoors and outdoors. She maintains written risk assessments, which provide a useful checklist of things that she needs to do or take with her when she goes on an outing, to ensure children's safety. To promote children's good health and hygiene, the childminder maintains a log of her hygiene practice, relating to aspects of food preparation.

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provision

The childminder effectively evaluates her own practice, gathering feedback from parents and/or carers and from other childcare professionals. She seeks feedback from her childcare improvement officer when she has implemented something new, to ensure that this is effective. She is passionate about attending training to develop her knowledge and skills, and identifies further training courses that will help her to make progress in areas she has identified for improvement. For example, since attending a particular course, she has refined the way she assesses children's stage of development, to identify appropriate next steps and help children to move forward in their learning. She makes good use of tracking information to monitor children's progress towards the early learning goals and to ensure there is a varied programme of activities. She has reorganised the toys and resources so that children can independently help themselves to them throughout the day,

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provision

which supports their independence. She understands the importance of sharing information with other settings that children attend, to ensure there is consistency of support. Overall, the childminder provides good quality care and learning. The childminder has a good understanding of the importance of working with other professionals to ensure that she can meet the needs of all children, including those with special educational needs and/or disabilities. She gathers information from parents and carers with regards to health visitor checks, from the very early newborn check, to ensure she is aware of any concerns. The childminder's partnerships with parents and carers are good. She provides them with her policies and procedures prior to their children starting in her care. This ensures that they are well informed about the service she offers. A recent questionnaire completed by parents and carers confirms that they are happy with the

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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 EY429171 Local authority Derbyshire Inspection number 875915 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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