Lee, Rachel Ann

Inspection date

Previous inspection date 13/01/2015 09/01/2012

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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

 The quality of teaching is good. The childminder is clear about the learning intention of both adult-led and child-initiated activities, and effectively organises the environment, to help children to make good progress towards the early learning goals.  The childminder gives good support to help children to settle, feel comfortable, understand the expectations and to support their emotional well-being when they move on to other settings.  Children are effectively safeguarded as the childminder has a strong understanding of child protection issues and procedures and promotes a safe environment by appropriately minimising risks and hazards.  The childminder is effective at reflecting on her own practice, researching information and identifying areas for improvement, that benefit the children who attend and provide appropriate support where it is needed.

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It is not yet outstanding because

 The childminder does not consistently give examples of how to support children's next steps in learning at home, or always gather parents or carers contributions, to help children to make the best possible progress.  The childminder does not always encourage children to develop their own ideas and thoughts through art and craft activities, to fully support their imagination and creativity.

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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 and lounge.  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 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 and carers gathered through written feedback and the childminder's 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 with her two children in a house in Chesterfield. The whole of the ground floor, the bathroom on the first floor and the rear garden are used for childminding. The family has a dog, rabbits, guinea pigs and fish as pets. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools and pre-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 childminder operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays.

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

 maximise the effective partnership with parents and carers, by consistently sharing and gathering information about children's learning at home, to support children to make even better progress in their learning and development

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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 ensuring that children are always given opportunities to represent their own ideas and thoughts through art and craft activities.

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who attend

The quality of teaching is good. The childminder has a strong understanding of the learning and development requirements of the Early Years Foundation Stage, and as a result, children make good progress towards the early learning goals. The childminder effectively uses the information that she gathers through observations to assess children's stage of development. She then uses this information to identify what children need to learn next. The childminder is skilful at identifying what she wants children to learn from different activities. She gives good consideration to the range of resources within adult-led activities, so that she can focus on the learning intention and children do not become distracted. She plans a varied range of appropriately challenging activities that help children to move forward in their learning and development. There is a good balance of adult-led and child-initiated play. The childminder is very effective at supporting children's

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who attend

learning across the seven areas, during child-initiated play. She follows children's interests well so that they engage in play for long periods of time. The childminder supports children's communication and language skills very well. She encourages children to think for themselves and gives them plenty of time to respond to questions. For example, if children ask the childminder what something is, she encourages them to think and respond first, before she explains what it is. When she interacts with children during play, she explains what she is doing, to support their understanding. As well as this, she gives simple and clear instructions for children to follow. The childminder sensitively corrects children's pronunciation of certain words, looking at them as she is speaking and repeating the word, so that they can hear it clearly. The childminder effectively supports children to concentrate, persevere and develop strategies for doing

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who attend

things. For example, children are setting up the train track, which can be connected in various ways. The childminder prompts the children to try out different pieces in different places and work out whether they need straight or curved, long or short pieces to complete that particular section of the track. She develops their vocabulary as she tells them that the track needs to be repaired and explains what she means. She supports children's mathematical skills as she uses size language and encourages children to count the number of train carriages. Children have lots of opportunities to develop their physical skills, for example, when they are making models out of play dough or attempting to write the names of their models. Children have good levels of personal and social skills due to the effective support. For example, the childminder helps children to develop their social skills as they visit stay and play sessions within the community, or join in group activities

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who attend

where she encourages them to share and take turns. This helps children to develop some of the skills they need for their future learning. Children have opportunities to participate in creative activities, such as modelling, painting and colouring. However, on occasion, the childminder does not effectively promote younger children's imagination and creativity. This is because she sometimes encourages them to decorate pre-printed pictures, rather than use their own ideas and thoughts to decide what they are going to do.

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who attend

The childminder has good partnerships with parents and carers. She gathers a good amount of information from parents and carers about children's starting points which she uses to establish a baseline assessment. From this, she then identifies what she needs to do to help children to move forward in their learning and development. The childminder ensures that parents and carers see the regular assessment of their child's stage of development and can comment and contribute. She gives good consideration to the differing needs of parents and carers when she shares information about their child's learning, using different methods, according to their preferences. She often gives examples to parents and carers of how they can support their children's learning at home, and gathers parents and carers contributions about the progress that children are making. However, on occasion, she misses opportunities to do this to ensure it is fully consistent in

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who attend

helping children to make the best possible progress in their learning and development.

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

Children form good relationships with the childminder as she has a calm and friendly manner. This enables children to settle well and, as a result, children are comfortable and display good levels of confidence and can make their needs known. Through regular and useful discussions with parents and carers, the childminder establishes children's needs and routines and continues to meet these on an ongoing basis. She gives good consideration to any changes in children's circumstances to meet their ongoing needs. The childminder provides effective support for children to prepare them as they move on to other settings. For example, she talks to children about the other setting, describing what the routine might be like and replicating parts of the routine within her own setting so that children get used to them. She also uses stories to help children to feel comfortable about the move. The childminder is effectively promoting children's emotional well-being.

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

The childminder is a good role model and effectively helps children to develop an understanding of right and wrong. She focuses on acknowledging good behaviour, by praising children which boosts their self-esteem. The childminder reassures children if they have a mishap while playing, for example, spilling water, that this is not a problem. This helps children to feel comfortable to try different things and confidently experiment during their play. The childminder effectively helps children to recognise the routines of the day, for example, she prompts them that it is nearly lunchtime. The childminder uses suitable methods to manage children's behaviour when they behave inappropriately. The childminder makes good use of the space to promote children's independence and enjoyment. She displays a good range of toys and resources in both of the rooms she uses for childminding and encourages children to move around the space independently.

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

She is very effective at encouraging children to choose extra toys and resources to extend their play. As children identify what it is that they want, the childminder supports them to remember where it is and to get it for themselves. As a result, children extend their own play and engage in play for long periods of time. Children have frequent opportunities to play outside and enjoy fresh air and exercise. They develop their physical skills in the garden as they attempt to do an obstacle course, or play on wheeled toys. The childminder takes children on regular outings to the park to play on the large play equipment. The childminder also effectively includes other areas of learning as children play outdoors. For example, she has a seaside garden where children bring in stones, shells or other small items from their holidays and arrange these in the dedicated area. This supports children's sense of inclusion and the childminder initiates discussions to

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

encourage children to recall where the items have come from, to support their communication and language skills.

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

The childminder gives good explanations to support children's understanding of how to stay safe. For example, when children show curiosity in the foam door stopper, the childminder explains why it is there and demonstrates how it stops their fingers getting trapped. Children also regularly practise the fire evacuation procedure so that they know what to do in the event of an emergency. The childminder helps children to stay safe when they are out and about as she talks to them about road safety and stranger danger. The childminder provides an appropriate range of activities and discussions to support children's understanding of being healthy. When children play with the pretend food, the childminder starts a discussion about which foods are healthy. The childminder reminds children about the importance of regularly drinking throughout the day, reminding them of where their water bottle is. The childminder encourages children to play outside, while

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

explaining the importance of exercise on the body.

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provision

The childminder has a good understanding of the safeguarding welfare requirements of the Early Years Foundation Stage. She is confident in explaining the procedure she will follow in the event of any concerns about children and giving examples of possible signs or indicators of abuse or neglect. The childminder ensures that parents and carers know that she is responsible for reporting any concerns and asks them to sign to confirm they understand this, when their child first starts. The childminder effectively safeguards children with regards to the use of mobile phones and cameras, as she has clear policy on this. She effectively promotes children's safety, because she minimises risks and hazards within the home. For example, she positions the stairgate so that most of the kitchen is inaccessible to children, so that they do not have access to things that may be unsafe. The position of the stairgate means that the childminder is able to maintain supervision of the

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provision

children at all times. The childminder organises the outdoor area so that children can play safely on the lawn area. This is enclosed so that the childminder can ensure children do not go down to the patio area without supervision.

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provision

The childminder is effective in reflecting on her own practice and monitoring the educational programmes to identify where she can improve, to benefit the children she cares for. The childminder reviews the activities she provides to establish whether she feels they are effective in supporting children's learning and development. She also reviews children's assessment information to identify any gaps in learning and uses a weekly planner to ensure there is a broad and balanced range of activities, across the seven areas of learning. The childminder identifies useful improvements that she wants to make to her practice, that will provide further support for children's learning and development. For example, she is intending to extend the activities for children to plant and grow in the garden, by incorporating fruit and vegetables, to further support their understanding of the world. The childminder will also use this to build on children's

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provision

understanding of a healthy lifestyle. The childminder has appropriately addressed both of the recommendations from the last inspection, so that she provides good support for children's care, learning and development. She is regularly gathering and sharing information with other settings that children attend, and using evaluation to identify areas for improvement and to include contributions from users of the service. The childminder encourages feedback from parents and carers on a regular basis. Parents and carers are very positive about the childminder and describe her as 'kind, thoughtful and trustworthy'. They comment on how much their children look forward to spending time with her. The childminder develops her own knowledge through research and acting on feedback from her local authority improvement officer. She is proactive in seeking information to support children's individual needs, for example, researching information about specific language

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provision

The childminder ensures that parents and carers receive information that they will need to know about the care of their child, when they first start. She shares detailed and useful information about her service, which includes information about herself, the activities she provides and a range of written policies and procedures. She maintains daily communication with parents and carers so that she can discuss children's needs and routines. The childminder is proactive in gathering and sharing information with other settings that children attend, to ensure that she provides consistency of support. She knows exactly how the other setting is supporting children's next steps in learning, and complements this, to help children to make good progress across all of the settings they attend.

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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 EY431888 Local authority Derbyshire Inspection number 870432 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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