Jenkins, Janette

Inspection date

Previous inspection date 9 March 2015 15 October 2009

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This inspection: Good 2

Previous inspection: Good 2 How well the early years provision meets the needs of the range of children who attend Good 2

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This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

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This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

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This inspection: Good 2

The setting meets legal requirements for early years settings

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This provision is good

 The childminder provides a broad range of activities and effectively takes into account children's individual stages of development. The childminder uses children's interests well to motivate them to learn.  The childminder gives good consideration to helping children to develop the skills they need for when they start school. She plans this support well in advance, so that she can work consistently with parents, carers and other settings that children attend.  Children have lots of opportunities to enjoy fresh air and exercise, and to develop confidence in being in different social situations, through frequent and varied outings within the community. This supports children's emotional well-being as they move on to other settings.  The childminder makes good use of the evaluation of her practice. For example, she regularly reviews the range of toys and resources and purchases additional ones where

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This provision is good

necessary, to support children to learn specific skills.  The childminder effectively supports children to learn about a healthy lifestyle. They talk about the importance of exercise, and through discussions and stories they learn why washing your hands before eating is important.  The childminder has a confident understanding of child protection issues and procedures. She consistently promotes children's safety.

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It is not yet outstanding because:

 On occasion, the childminder does not always build fully on children's developing social skills by teaching them how to wait and take turns during some adult-led activities.  The childminder does not always think carefully enough about the resources she will need for adult-led activities.

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What the setting needs to do to improve further

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

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What the setting needs to do to improve further

 build further on children's growing social skills, for example, by encouraging them to wait and take turns during group activities  plan adult-led activities thoroughly, so there are always sufficient resources to complete the activity successfully.

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Inspection activities

 The inspector observed activities in the playroom.  The inspector discussed the planning of activities with the childminder.  The inspector looked at children's assessment records and other documentation.  The inspector took account of the feedback that the childminder has gathered from parents and carers.  The inspector checked evidence of the suitability of adults living on the premises, the childminder's qualifications and self-evaluation record.

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who attend. This is good

The childminder provides a range of interesting and enjoyable activities, to engage children in their learning. For example, she uses finger puppets during a number song to stimulate children's interest. The childminder is effective at assessing what children can do and what they need to do next. She effectively plans activities and support to help each child to move forward in their learning. For example, she reads stories that include the specific vocabulary she is helping children to learn. Children enjoy playing with small-world and role-play toys. The childminder joins in or is nearby to support learning. She lets children lead the play to develop their imagination. She asks questions, extends discussions and describes how to do something, to support children's communication and language skills. She provides a good amount of group activities to promote children's social skills. However, on occasion during these activities, the childminder does not clearly

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who attend. This is good

set out the expectations in advance. Therefore, children do not learn to wait for their turn, which interrupts the flow of the activity. The childminder frequently discusses children's learning and how parents and carers can support this at home.

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good

The childminder is a good role model, who effectively builds positive relationships. She praises children to promote their self-esteem. She cuddles and reassures them, for example, if they are tired. Parents and carers comment that she has a 'really lovely manner', and that 'children mix well and play together'. The environment and resources are, on the whole, well organised to support children's learning and development. For example, children grow flowers in the garden and have been learning how to care for the chickens since they hatched from the egg. This supports children's understanding of the world. Resources in the playroom are organised and labelled so that children know where to find things. Children are learning to keep themselves safe as they tidy away some of the toys when they have finished playing with them. However, on occasion, the childminder does not fully consider the resources she will need during adult-led activities.

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good

For example, when children play with dough, they are not able to extend their handling skills by selecting additional tools, such as scissors.

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provision is good

The childminder promotes children's good health through the provision of healthy meals and effective hygiene practice. She shares and gathers a good amount of information with parents and carers to meet children's needs. The childminder has a clear understanding of how to monitor children's progress, effectively using knowledge gained on previous training, to support this. The childminder is committed to improving her practice. She keeps up to date with changes, through regular information sharing with other childcare professionals and by attending a range of training courses. She has a level 2 childcare qualification. The knowledge and skills gained from this support her in maintaining good- quality provision.

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Setting details

Unique reference number 505474 Local authority Derbyshire Inspection number 869278 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 9

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Name of provider

Date of previous inspection 15 October 2009

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Telephone number

The childminder was registered in 1995 and lives in Woodville, Swadlincote. She operates all year round from 7.45am to 6.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder has a childcare qualification at level 2. She provides funded early education for three- and four-year-old children.

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Telephone number

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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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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, safeguarding and child protection.

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Telephone number

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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Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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