Childminder in Leicestershire

Inspection date

Previous inspection date 13/01/2015 28/07/2009

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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 places a strong emphasis on keeping children safe and healthy. She maintains a comprehensive range of policies, procedures and records that underpin her practice.  Children benefit from the able skills of the childminder, who has an accurate understanding of how children learn, effectively engaging and encouraging them.  Children form strong relationships with the childminder, who is warm and caring. Consequently, children are confident and happy in her care.  The childminder's home is well resourced and provides children with a stimulating environment that they actively explore and investigate. This enables them to develop their skills through activities they enjoy.

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It is not yet outstanding because

 Detailed information about children's specific next steps for learning is not always shared with parents to further promote children's learning at home.

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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 spoke with the childminder and observed the children at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at the childminder's self-evaluation and improvement plan and checked evidence of her suitability and qualifications.  The inspector looked at children's assessment records and planning documentation.

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Inspection activities

 The inspector took account of the views of parents and carers from information included in the childminder's own documentation.

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Information about the setting

The childminder was registered in 1988 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and adult child in Oadby, Leicestershire. All areas of the ground floor are used for childminding and there is a fully enclosed garden for outdoor play. The family has pet rabbits and fish. The childminder operates Monday to Friday, all year round, except for family holidays. She takes and collects children from the local school. There are currently two children on roll, both of whom are in the early years age group.

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

 promote children's good progress even further by extending the information provided to parents and carers, to include details about their child's next steps in learning and how they can support these at home.

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who attend

Children make good progress in their development because the childminder is attentive and supportive. She has a good knowledge of how children learn and provides a wide range of activities within and outside the home. Children have an individual learning journal that details their starting points, ongoing progress and next steps. The childminder uses this information well to successfully plan a balance of activities and learning opportunities which are reflective of individual children. Teaching is good and children enjoy a balance of adult-led and child-initiated activities. They show their enjoyment as they share a variety of story books with the childminder and engage her in their play with small-world people and bricks. The childminder enhances children's learning by asking questions that encourage them to think, and introduces new vocabulary, without distracting them from their chosen activities. In addition, she also responds to young

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who attend

children's attempts to make conversation, supporting them to develop their communication skills. Therefore, children make good progress according to their starting points.

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who attend

Children show their delight in exploring a range of simple programmable toys, promoting their awareness of technology. They press and push buttons to turn equipment on and off and successfully use a range of tools and equipment during their play. The outdoor area is used effectively and enhances children's learning through extending the range of opportunities available to them, for example, water play and digging in the garden. The childminder and children explore a range of festivals together. This helps children to be aware of people from different faiths and cultures. Children have easy access to books and look at these independently or with the childminder, and together they sing familiar songs and rhymes. They enthusiastically join in with the actions and key words of their favourite stories and turn the pages of their favourite books. This promotes children's communication, social and physical skills. Through practical activities, children develop an

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who attend

awareness of number, shape and colour. For example, they count the numbers of stacking blocks and identify the colours of the bricks they want to use for building. Children are developing their physical skills well as they regularly go for walks in the local area and visit the library and shops near the childminder's home. Children's control of their finer movements is also developing well. For example, they skilfully use a range of craft materials to draw, colour and write as they make models. This helps children to develop the key skills needed for their future learning in readiness for school.

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who attend

The arrangements for updating parents about their children's progress and involving them in their learning are generally successful. This results in children making good progress in their learning, as a consequence of a shared and consistent approach. Parents are regularly invited to share information, discuss development summaries and contribute to children's individual learning journals. However, these relationships could be strengthened further to maximise the involvement of parents, for example, by offering them even more support and information about their child's next steps in learning and how to help learning at home. The childminder is fully aware of the requirement to complete the progress check for children between the ages of two and three years. She has all the written information in place and has worked with parents and carers to complete the necessary reports in the required time frame.

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

Children are cared for in a homely and welcoming environment. The calm atmosphere supports children's learning and they have close and positive relationships with the childminder. Children are familiar with the routines and are confident and emotionally secure. The childminder works closely with parents and takes care to ensure that she finds out all of the relevant information about children's individual routines and care needs. She spends time getting to know the children, and settling-in sessions are agreed with parents so that they are reflective of the needs of individual children. This supports strong bonds and helps to ensure a smooth transition from their home to hers.

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

Children behave well and the childminder has realistic expectations of them. She consistently acknowledges children's positive behaviour and considers her responses, so that they are appropriate to each child's level of understanding. She ensures that she is a positive role model and is calm and sensitive in her approach. The childminder provides further opportunities to support children's personal, social and emotional development through everyday routines and activities. For example, she attends activities at the local library on a regular basis, providing opportunities for children to meet and play alongside their peers in different surroundings. This helps children to be emotionally ready for their next step in learning, such as starting pre-school or school.

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

Children are actively encouraged to develop healthy lifestyles and enjoy outdoor play on a regular basis. They have easy access to the childminder's rear garden and also visit the local parks and recreational areas. This contributes to their physical development and learning about healthy lifestyles. In addition, young children are supported in learning how to take managed risks and keep themselves safe. The childminder ensures she follows good hygiene procedures and encourages children to do the same. She works with parents in order to agree arrangements for providing meals and snacks, and to discuss any individual dietary requirements. Young children are independent when eating and drinking, which means that their self-help skills are appropriately promoted and they begin to gain the skills to support their next stage in learning.

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provision

The childminder has a good understanding of her responsibilities to meet the safeguarding and welfare and the learning and development requirements of the Early Years Foundation Stage. She has attended first-aid and safeguarding training and she has a secure understanding of child protection issues. She is confident in what to do should she have concerns about a child in her care, and knows how to deal with accidents. These measures help to protect children. All the necessary checks have been completed to confirm that all adults in the home are suitable to be in regular contact with the children. In addition, clear procedures for managing and checking visitors are in place. The childminder closely supervises the children. Safety within the home and garden and on outings is effectively promoted as the childminder carries out daily visual checks and maintains risk assessments. Documentation and records are well organised and reviewed

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provision

regularly. This includes systems for recording information about children's specific needs. Careful consideration is given by the childminder to ensure the resources are well suited to the learning needs of all the children who attend the setting.

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provision

The childminder demonstrates a strong commitment to her role and is dedicated to providing a good service to children and their parents. She monitors children's progress to ensure activities provide them with good levels of challenge and enjoyment. She has completed both mandatory and additional training, which has given her a good understanding of her responsibilities to meet the care and learning needs of children. She shows a strong commitment to ongoing improvement. For example, self-evaluation is used to identify strengths and weaknesses, and is regularly reviewed to reflect changes that have been made. It is also used to highlight further areas for development. Parents and children are actively encouraged to contribute their thoughts and comments, which the childminder ensures she values and acts upon.

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provision

The childminder has developed positive relationships with parents. She ensures that they are kept informed about their child's care and activities that they have participated in. They are encouraged to share what they know about their child when they first start to attend, so that the childminder is able to meet their needs and help them settle quickly. Parents' views are obtained through discussions. The childminder takes on board any comments and has begun to use them to inform and improve her service. The childminder has worked hard to forge positive relationships with the local school the children attend, sharing information with them. This ensures that children receive a shared and consistent approach towards their care 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 225914 Local authority Leicestershire Inspection number 876432 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 2

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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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