Childminder in Leicester

Inspection date

Previous inspection date 15/01/2015 09/10/2008

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 The childminder generally knows the development stages of the children she cares for. Consequently, children are making progress in their learning and development.  Children are happy and emotionally secure because of the warm, nurturing, family environment the childminder provides. As a result, children feel safe and form positive relationships.  Partnerships with parents are warm, which gives parents and children confidence in the care they receive.

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It is not yet good because

 The childminder has not ensured she carries public liability insurance at all times.  The childminder's observations and assessments of children's achievements are not effective in identifying children's next steps of learning in order to support their continued progression.  The childminder does not have procedures in place to complete the progress check for children between the ages of two and three years.  The childminder does not consistently use open-ending questioning, to enable children to think about and solve difficulties in their own way in order for them to further development their problem-solving skills.

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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 toured the premises and observed children's activities.  The inspector conducted a joint observation with the childminder.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector checked evidence of the suitability of all household members. She also checked the childminder's qualifications, policies, and procedures and discussed the childminders self-evaluation form.

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Information about the setting

The childminder was registered in 2002 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her son, daughter-in-law and grandchild in a house in the city of Leicester. The whole of the ground floor and the rear garden are used for childminding. The family has two cats as pets. The childminder attends a toddler group and activities at the local library. She visits the shops and park on a regular basis. She takes and collects children from the local schools and pre-schools. There are currently two children on roll, one of whom is in the early years age group and attends for a variety of sessions. The childminder operates all year round from 8am to 6pm, Monday to Friday, except bank holidays and family holidays.

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must:

 ensure public liability insurance is in place at all times

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must:

 develop the system for assessment, to ensure that observations and assessments of each child's achievements across the seven areas of learning are monitored so that planning accurately identifies and supports children's next steps of learning and development.

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

 develop questioning skills further, to support children in acquiring more critical thinking skills, for example, by asking more open-ended questions and sharing problem-solving activities so that thinking is sustained and meaningful

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

 improve knowledge of when to implement the progress of children between the ages of two and three years and provide parents with a short written summary of their child's development in the prime areas of learning.

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who attend

The childminder demonstrates an appropriate understanding of the learning and development requirements of the Early Years Foundation Stage. She has suitable understanding of how children learn through play and how to support their learning and development. The childminder gathers information from children's parents, when their children start in her care, about their likes, dislikes and interests. Through initial and ongoing conversations with parents, the childminder finds out what children can do at home. The childminder completes some observations of children's development and links these appropriately to the seven areas of learning. These observations along with photographs of activities children participate in and pictures of their artwork are recorded in their my story folders. However, the childminder does not use assessments and observations effectively to identify children's next steps of learning. Consequently, not all

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who attend

activities are appropriately planned to extend children's learning as some planned activities are mundane and lack a good level of challenge. The childminder has some good teaching skills. She uses clear and expressive language as she demonstrates and explains how children can complete a jigsaw puzzle. However, she does not fully support children's critical and problem-solving skills. For example, she does not consistently use open-ending questioning enabling children to solve and complete the task for themselves before she intervenes and completes the jigsaw for them.

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who attend

Children play cooperatively with their peers. They create games and engage in their own play, for example, sitting in the pop-up tent and rolling plastic balls to one another. This demonstrates children are developing good personal, social, and emotional skills. The childminder supports children's literacy development well. For example, she supports older children to learn letters and phonic sounds of letters, through supporting them with their school homework tasks. Younger children are introduced to letter sounds through a range of letter and phonic recognition toys. Additionally, the childminder reads with children on a regular basis. Older children enjoy writing, drawing, creating their own pictures and writing in birthday and Christmas cards.

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who attend

The childminder makes use of the local area to provide further learning opportunities for the children and develop their awareness of the local community. For example, trips to local play parks help develop children's coordination, balance, and physical skills. Trips to the local library further enhance children's literacy development and support children's social skills as they meet other children and adults. The childminder is not aware she has to complete a progress check for children between the ages of two and three years. Although currently, she has no children of this age in her care. However, as the childminder does not use assessment and observation effectively to identify children's next steps of learning, this means should children's development be delayed she would not immediately notice this in order to seek early intervention. Overall, children are gaining the basic skills they need for school and their next stage of their learning.

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

Children are happy, confident and demonstrate secure attachments to the childminder and their peers. Older children eagerly run up to the childminder and she greets them with open arms and gives them cuddles. This demonstrates children feel secure and that they have a strong sense of belonging. The childminder has created a safe and warm family environment where children's self-esteem is fostered. Resources toys and equipment are mostly age appropriate and children can freely access what they want to play with. The childminder supports children's emotional well-being through good settling-in processes. For example, the childminder encourages parents to leave their children for one to two hours, so they may get to know her and other children in her care before they start. This helps children move smoothly from home into the childminder's care. The childminder has a positive attitude towards equality and welcomes all children and families into her home.

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

Children have opportunities to learn about other cultures and customs. For example, the childminder talks to the children and shows them library books about how other cultures celebrate Eid, Diwali and Christmas.

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

The childminder uses a positive and consistent approach to managing children's behaviour. Children play alongside and with each other cooperatively, they share and take turns with the resources. For example, older children support younger children in their learning and share the resources, such as pens and pencils, without any prompts to do so by the childminder. Furthermore, older children, eagerly help the childminder when she asks them to carry out a small task. The childminder praises children's kindness and efforts appropriately. As a result, children's confidence, self-esteem and well-being is effectively promoted. The childminder supports children's understanding of how to keep themselves and other safe. For example, when visiting the park she talks to children about not talking to strangers. The childminding provision is appropriately laid out, which enables the childminder to supervise the children well, whether playing indoors or out.

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

This contributes to children's overall safety and welfare. However, the childminder has not ensured that she has public liability insurance in place at all times. This means children's safety is not fully assured.

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

Children demonstrate good independent skills. For example, they take off their own school coats, shoes, and bags and get changed into their casual clothes. Older children are competent at managing their own personal needs relevant to their ages. The childminder demonstrates a good understanding of how to keep children healthy as she talks with parents at the outset to gather information about children's dietary and cultural requirements. She provides children with healthy snacks, such as fruit and vegetables. Furthermore, children learn to cook with the childminder as they enjoy making chapattis together. The childminder works closely with parents in order to provide children with consistent care and emotional support in preparing them for their move to school. For example, the childminder reassures and supports children well to make new friendships. She provides children with opportunities to develop good independent skills, such as

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provision

The childminder has appropriate knowledge of the safeguarding and welfare requirements of the Early Years Foundation Stage. She has completed safeguarding training and demonstrates a sound understanding of what to do should she have concerns about a child in her care. She is aware of the potential signs and symptoms of abuse and knows the procedures to follow in reporting any concerns she may have about a child's safety and well-being to the relevant agencies. The childminder has a written safeguarding policy and demonstrates appropriate understanding of the safe use of mobile phones and cameras. The childminder has appropriate knowledge and documentation in place to record details of accidents and the giving of medication. The childminder deploys herself well around the setting and minimises potential hazards to children through completing regular risk assessments of her home. The childminder understands when she needs to

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provision

inform Ofsted of any changes to her service, such as informing them of any changes to adults living in her household. The childminder holds a current paediatric first-aid certificate. Therefore, she is well prepared to respond appropriately to a first-aid emergency. Positive relationships with parents and staff at other provisions, children attend mean good channels of communication are in place. This enables her to be fully aware of children's individual needs and family circumstances at all times. However, the childminder has failed to ensure she carries public liability insurance at all times. This is a breach of requirements of the Early Years Foundation Stage and the Childcare Register.

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provision

The childminder has a positive approach in supporting children's learning and development. Since her last inspection, the childminder has attended local authority training courses, such as getting to know the Early Years Foundation Stage and being a reflective practitioner. As a result, the childminder now knows the seven areas of learning and understands how to promote each area of learning equally in order to support children's learning and development. This demonstrates the childminder's aspiration to improve her service. However, the childminder has only partially addressed the recommendation from her last inspection by developing systems to observe, assess, and monitor children's achievements in order to identify next steps in their learning. The systems in place do not yet enable the childminder to regularly monitor and accurately assess children's progress. Therefore, she is not fully able to identify any gaps in children's

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provision

learning or plan appropriate activities to support the next steps in their learning. The childminder has completed a self-evaluation form, which describes how she provides children with learning and development opportunities that cover the seven areas of learning. The childminder has formed positive relationships with parents and with other provisions, children attend.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 ensure public liability insurance is in place at all times (compulsory part of the Childcare Register)  ensure public liability insurance is in place at all times (voluntary part of the Childcare Register).

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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 EY217407 Local authority Leicester City Inspection number 999204 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

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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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