Childminder in Leicestershire

Inspection date

Previous inspection date 8 April 2015 28 January 2009

p.1

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

p.1

This inspection: Good 2

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

p.1

This inspection: Good 2

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

p.1

This inspection: Good 2

The setting meets legal requirements for early years settings

p.1

This provision is good

 The childminder is highly experienced and well qualified. She has invested time in keeping her skills up to date and attending training courses to strengthen her practice. This has a positive impact on the quality of care and education she provides.  All children make good progress. The childminder makes good use of observation and assessment to plan and provide activities that are designed to promote children's individual next steps in learning.  The childminder's home is spacious and welcoming. She lays out a great variety of resources at the children's level to promote their self-motivation to learn. Children are confident to explore, choose what they want to play with and ask for anything they need.  Children's social skills are particularly well promoted. The childminder actively teaches children to take turns, share resources and help each other. Children behave well and show respect for the childminder by promptly responding to instructions. They play well

p.1

This provision is good

together and enjoy group games.  Children have plenty of opportunities to practise their emerging physical skills, both indoors and outside. The childminder makes use of local play spaces and her garden to promote them to move in a variety of ways. Children also have opportunities to gain control in operating small equipment, such as mark-making tools and cutlery.

p.1

It is not yet outstanding because:

 Children's speaking skills are sometimes less well promoted. This is because the childminder does not always focus sharply on making use of a variety of different teaching strategies to promote their communication.  The quality of teaching practice is not yet outstanding. The childminder's evaluation of the setting does not focus acutely on thinking about ways to raise the standards to outstanding, so that children consistently achieve at the highest level.

p.1

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

 focus more sharply on helping children to acquire excellent skills in speaking, for example, by using a variety of different teaching strategies that promote communication  raise the quality of teaching practice to outstanding, for example, by focusing more acutely on thinking about ways to strengthen the quality of teaching practice when evaluating the setting.

p.2

Inspection activities

 The inspector observed teaching practice and conducted a joint observation with the childminder.  The inspector viewed the areas used for childminding and held discussions with the childminder throughout the inspection.  The inspector looked at the documents available, including children's learning records, risk assessments, policies and procedures.  The inspector checked evidence of the suitability and qualifications of the childminder, and discussed her methods for self-evaluation.  The inspector sought parents' views from written comments available.

p.2

who attend. This is good

The childminder knows how young children develop and learn. She provides a well- balanced mix of adult-led and child-initiated play. For example, she promotes younger children's early imaginative role-play experiences. She adds more props to their play and models how to care for a baby. She encourages older children to join in challenging activities, such as playing mathematical board games or completing literacy letter- matching tasks. She skilfully guides their learning and adjusts the difficulty level to encourage them to keep building on their skills. Therefore, children develop independence and gain the skills they need for moving on to school. However, at times, the childminder does not promote children's speaking sharply enough for them to acquire excellent skills. For example, she does not always talk to them at their level, so they can see her speaking. She also does not take every opportunity to model and repeat language back to

p.3

who attend. This is good

them. Partnerships with parents and other providers are well established. Information is frequently shared. This promotes continuity in children's learning between home and the different settings they attend.

p.3

good

The childminder is warm, friendly and kind. She makes use of settling-in sessions to get to know children and their families before they start. She uses her 'knowing me, knowing you' forms to find out about children's care needs and routines, so that she can help them to feel safe and secure. The childminder shares a daily diary with parents to explain how these have been managed and well met throughout the day. Therefore, children settle well and are happy to be within the childminder's home. The childminder implements various policies and procedures that help to promote children's safety and well-being. She has risk assessments in place that she reviews frequently to ensure all hazards to children are minimised. She also responds quickly when children injure themselves and administers appropriate first-aid treatment. Therefore, children are well cared for within the setting.

p.3

provision is good

The childminder is knowledgeable about her responsibility to ensure that she meets the requirements of the Early Years Foundation Stage. She has recently renewed her safeguarding training online. She has a relevant child-protection policy in place and is confident about implementing this. Therefore, children are well protected from harm. The childminder makes use of self-evaluation to frequently review her practice. She seeks the views of those that use the setting and is keen to implement new ideas. For example, she has recently strengthened her observation and assessment processes using an online system, which helps her to track children's progress more rigorously. Consequently, she is able to more clearly identify any areas of learning in which children need additional support or extra challenge. However, her evaluations are not as sharply focused on the impact of her teaching practice, to raise the standards to outstanding and consistently

p.3

provision is good

promote children to make the best possible progress.

p.3

Setting details

Unique reference number 225453 Local authority Leicestershire Inspection number 866235 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

p.4

Name of provider

Date of previous inspection 28 January 2009

p.4

Telephone number

The childminder was registered in 1993. She operates all year round from 8.30am to 4.30pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

p.4

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.

p.4

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.

p.4

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’.

p.5

Telephone number

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

p.5