Childminder in Derby

Inspection date

Previous inspection date 15 November 2017 22 October 2014

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 The childminder effectively evaluates her provision to target any areas for development. She has successfully addressed the recommendation from her last inspection and has increased opportunities for children to learn about mathematics.  Partnerships with parents are good. The childminder has systems in place for sharing information with parents about their children's learning and development.  All children are progressing well given their starting points. The childminder uses observations and assessments of children's achievement well. She identifies the next steps in their development and closes any gaps in their learning quickly.  Children's personal, emotional and social development are a high priority for the childminder. Children are polite and well behaved. They learn to share and be kind to others. The childminder and her assistants are good role models.  The childminder promotes children's awareness of healthy lifestyles. Children eat

p.1

This provision is good

healthy food, follow good hygiene procedures and enjoy opportunities to play outdoors.

p.1

It is not yet outstanding because:

 At times, the childminder's assistants offer solutions too quickly and do not give children time to solve problems and think for themselves.  The childminder's supervision of her assistants does not yet have a strong enough focus on their practice, to help raise the quality of teaching and extend children's learning even further.

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

 provide more opportunities for children to develop their thinking skills and use their own ideas to solve problems for themselves and extend their learning even further  strengthen the supervision of the assistants and focus more precisely on their practice, to raise the quality of teaching further and extend children's learning.

p.2

Inspection activities

 The inspector viewed the areas of the home used for childminding. She spoke with the childminder and her assistants, and the children at appropriate times throughout the inspection.  The inspector observed the quality of teaching during activities and assessed the impact this has on the children's learning. She completed a joint evaluation of an activity with the childminder.  The inspector took account of the written views of parents as expressed in parent testimonials and questionnaires.  The inspector discussed with the childminder how she assesses the children's learning and the progress they make. She also discussed how the childminder plans experiences to meet the individual learning needs of the children.  The inspector checked evidence of the suitability and qualifications of the childminder and her assistants. She sampled documentation, including the safeguarding policies and procedure, and self-evaluation. She also discussed with the childminder how she checks

p.2

Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a good, secure knowledge of child protection issues and how to report concerns about children's welfare. She keeps her assistants up to date with new legislation and provides them with clear procedures to follow if they have a concern. The childminder values professional development opportunities to maintain and help raise outcomes for children. She encourages her assistants to attend training and develop their skills. For example, one of the assistants is in the process of completing forest school training to help enhance children's outdoors learning. The childminder works closely with schools to help children transfer smoothly to the next stage of their education and to provide continuity of care and learning.

p.3

Quality of teaching, learning and assessment is good

The childminder is experienced and has a secure knowledge and understanding of how children learn. She plans the learning environment well to meet children's individual needs and interests. The childminder and her assistants interact with the children in positive ways overall. They foster children's communication and language skills effectively. For example, they play alongside children and comment on what they are doing. They encourage the children to hold purposeful conversations and they introduce new words, such as 'squidgy' and 'slippy', for instance, while children play in the garden. The childminder supports children's literacy development well. For example, she helps them learn to recognise letters and to understand that writing has meaning.

p.3

Personal development, behaviour and welfare are good

The childminder creates a welcoming environment where children feel safe and secure. Children benefit from the individual attention they receive and they develop close relationships with the childminder and her assistants. The childminder encourages children effectively to develop their personal skills. Children are confident and demonstrate that they are comfortable in their surroundings. They move around the rooms, selecting toys and leading their own play. The childminder ensures that children have a broad range of experiences to develop their awareness of the wider world and to learn about differences between themselves and others. For example, they visit places in the community and meet up with other children as they enjoy forest school activities and children's yoga.

p.3

Outcomes for children are good

Children develop the skills that they need for the next stage in their learning, such as the move on to school. They are sociable, well-motivated and willing to take part in activities. For example, children enjoy singing sessions and willingly join in with the actions to songs. Children develop good physical skills. They use tools effectively as they handle play dough and thoroughly enjoy climbing and balancing as the play in the garden.

p.3

Setting details

Unique reference number 206046 Local authority Derby, City of Inspection number 1103109 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 8 Total number of places 18 Number of children on roll 35

p.4

Name of registered person

Date of previous inspection 22 October 2014

p.4

Telephone number

The childminder registered in 1999 and lives in Spondon, Derbyshire. She employs three assistants and works with two on a daily basis. The childminder and two of her assistants hold relevant early years qualifications at level 2 or 3. The childminding provision operates all year round from 7.15am until 6pm, Monday to Friday, except for the week between Christmas and New Year, bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

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 reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.5

Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

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