Inspection date. 25/04/2014 Not Applicable. Previous inspection: This inspection: 2. The quality and standards of the early years provision

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1 Inspection date Previous inspection date 25/04/2014 Not Applicable The quality and standards of the early years provision This inspection: 2 Previous inspection: Not Applicable 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 The quality and standards of the early years provision 2 This provision is good Teaching is good because the childminder skilfully interacts with children during play. The childminder carefully considers children's interests when developing activities, and organises the space to provide a stimulating environment. As a result, children make good progress towards the early learning goals. The childminder provides good support for children as they enter the setting, to help them to settle and feel comfortable, according to their own individual needs. The childminder is well organised and thorough in her approach to each aspect of her practice. She is continually developing her knowledge and skills, and reflecting and improving her practice, to benefit the children who attend. Children play safely in the environment, because the childminder effectively minimises all risks and hazards. She is very knowledgeable of child protection procedures, to ensure children's safety in the event of any concerns. It is not yet outstanding because There is scope to strengthen the good partnership with parents and carers, by extending the information they receive that informs them of how they can support their child's next stages of learning at home.

2 Inspection report: 25/04/ of 10 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 2016 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. 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. Inspection activities The inspector observed activities in the downstairs rooms, including an adult planned activity. The inspector looked at children's assessment records. The inspector looked at the childminder's policies and procedures and other documentation. The inspector looked at the childminder's self-evaluation form. Inspector Justine Ellaway

3 Inspection report: 25/04/ of 10 Full report Information about the setting The childminder was registered in 2013 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three children aged three, eight and 10 years in a house in Church Gresley, Derbyshire. The whole of the ground floor, along with a first floor bedroom and the rear garden are used for childminding. The family has fish as pets. The childminder attends stay and play sessions in the local community. She visits the shops and park on a regular basis. She collects children from the local school and school nursery. There are currently six children on roll, five of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 6.30am to 6.30pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years. What the setting needs to do to improve further To further improve the quality of the early years provision the provider should: strive towards establishing highly successful partnerships with parents and carers, by looking at ways to extend information about how parents and carers can support children's next steps at home Inspection judgements How well the early years provision meets the needs of the range of children who attend The quality of teaching is good. The childminder has a sound understanding of the learning and development requirements of the Early Years Foundation Stage. She is very effective in her interaction with children, to encourage and maintain their interest and support their learning. The childminder gathers useful information from parents and carers as children start at the setting. From this, she produces a detailed baseline assessment and identifies their next stages of learning. She plans a broad range of activities, carefully linking into children's interests to encourage their engagement. For example, when a child shares their excitement about an animal they saw at the zoo, the childminder encourages them to use technology to research about the animals and repeat the sounds they make and to build an animal den in the lounge. The childminder effectively encourages children's imaginations, as the den is left up in the house and becomes a knight's castle. The childminder effectively supports children's communication and language during play. As she develops children's vocabulary, she selects an appropriate number of new words to introduce within an activity. She repeats them naturally during play and encourages children to repeat them. For example, when a child is playing in the water, the childminder says 'splash' as she moves her hands through the water and repeats this as the child joins in. The childminder makes relevant comments, gives simple instructions and asks

4 Inspection report: 25/04/ of 10 questions, to support children's understanding. This helps children to develop the skills they need for future learning. Through the provision of a broad range of resources and containers for the water play, the childminder effectively captures children's interest in the activity and promotes their physical development. The childminder peers into the water, looking into the mirrors placed at the bottom of the container. She comments that she can see someone at the bottom of the tray. Although children are initially hesitant in playing with water, they are curious about what the childminder can see and become fascinated in looking at themselves. The childminder slowly encourages them to play in the water, firstly skimming their hand over, dropping the toys in, and eventually feeling confident enough to put their hands in. The childminder encourages children to transfer the water from one container to another, squeeze it out of a bottle and pour it inside a water wheel to make it turn. The childminder is very effective in promoting a love of books. The display of the books encourages children to select them independently. Children snuggle up with the blanket and the childminder reads a story. She maintains their attention with her tone of voice. She holds the book at angle where children can see the pictures, while it blocks out any distractions. As a result, children maintain their attention for long periods of time. They then handle a book by themselves, squealing with delight as they look at the pictures. The childminder effectively encourages parents and carers to share their observations of what their child can do. The childminder shares her observations of what children can do, with parents and carers, including a large amount of information about their next stages of learning. Alongside this, she provides some useful information about how to support children's learning at home. However, there is scope to refine the information, so that it is always specific and enables parents and carers to focus on a small number of next steps of learning at a time. The contribution of the early years provision to the well-being of children The childminder gives good support to promote children's emotional well-being and help them to settle. Through individual settling-in plans, the childminder ensures she meets children's needs. The childminder gathers detailed information about children's interests, routines and needs. She has ongoing communication with the parents and carers about any changes to children's routines. The good quality interaction during play enables children to feel valued and included. The childminder is warm, friendly and interested in the children. As a result, children's needs are met well and they are happy and secure with the childminder. The childminder provides effective support for children as they move on to other settings. She takes the children on the school run, so that they are familiar with the building and the staff. She provides resources, such as a role play school, so children can develop their emotional security as they start to feel positive about the other setting. The childminder effectively encourages and supports children of different ages to play together. The childminder sets clear expectations, from when children first start at the setting, so that they know the boundaries and rules within the home. She gives lots of praise and encouragement during play, so that children know when they are behaving well. Parents and carers comment on the effective behaviour management methods that the childminder uses. The childminder teaches children about their own safety, through

5 Inspection report: 25/04/ of 10 clear explanations as they play. For example, she explains how to close the wigwam door safely. She teaches children about road safety when they are out and about. She has rules when children travel in the car, for example, standing on the pavement at the side of the car, as they exit the vehicle. The childminder skilfully teaches children about healthy foods, linking this into an interest. On a visit, to the park to feed the ducks, children notice that a sign says not to give the ducks bread. On their return to the childminder's house, they talk about which foods are good for you and group them into healthy and unhealthy foods. The childminder also links these discussions and activities into the role-play, to further capture children's interest. For example, she links an activity about teeth and the effect certain foods have, to the role play dentist. Children consistently clean their hands before eating and the childminder talks to them about why this is important and reinforces the importance of good hygiene, by providing individual flannels. Through the effective organisation of the downstairs space, the childminder provides a bright, attractive, and inviting environment for children to play. The dedicated playroom has a very good range of toys and resources, which are well-organised and displayed. The childminder is creative in making additional resources, such as a role-play shop, from large cardboard boxes and laminated signs. Children have lots of freedom to move around and choose where they play. For example, they use large construction blocks in the lounge. This effectively promotes children's independence and enjoyment. It is also effective in promoting children's physical development, particularly younger children who are learning to walk. They have lots of space to move around, developing their balance and coordination. The garden is well maintained, fully enclosed and appealing to children. The brightly coloured wigwam provides a cosy space for children to play or sit and relax. The childminder gives suitable consideration to the seven areas of learning. For example, children use chalks to make marks or write outdoors. There is a mud kitchen where children can mix and experiment. They grow vegetables so that they can learn about the environment and caring for living things. The effectiveness of the leadership and management of the early years provision The childminder is well organised and thorough in her approach to childminding. She is very passionate and committed to providing the best quality care and in the very short time she has been registered, she has made a very positive start. As a result, she is effectively implementing all of the safeguarding and welfare requirements of the Early Years Foundation Stage. The childminder has considerable experience of child protection issues and as such, is very confident in how she will implement the procedures should she have any concerns about a child. The childminder maintains detailed and useful written risk assessments, that ensure children play safely, as they minimise risks and hazards within the home, garden and on outings. The childminder has a sound understanding of things that need to be notified to Ofsted, including details of who lives on the premises, to enable appropriate checks to be undertaken. The childminder is committed to developing her own knowledge and skills. In the short time she has been registered, she has completed a broad range of training courses including supporting children's emotional well-being, raising development concerns with

6 Inspection report: 25/04/ of 10 parents, expectations of behaviour and food hygiene. The childminder successfully implements any knowledge gained through training. For example, a recent environmental health inspection awards the childminder five stars for her hygiene procedures. The childminder is constantly researching information on the internet, to gather tips and ideas to improve her practice and extend the range of activities for children. The childminder uses a clear system for tracking children's progress, so that she can monitor their progress over time and identify their next stages of learning or any support. The childminder is very thorough in her approach to evaluating her own practice. She encourages feedback from parents and carers. She sets herself clear goals to improve her practice. The childminder provides a website of information, for parents and carers, such as, an example of the routine and meals, and her policies and procedures. She gathers a good amount of information when children first start at the setting, so that she can meet their needs from the beginning. The childminder also does an individual child risk assessment, to identify any additional support needs, to ensure their safety. Through a daily diary, the childminder shares useful information, about what children have eaten, their sleep routine and what they have been doing during the day. Parents and carers speak very positively about the childminder. They confirm that they would highly recommend her and that they couldn't be happier with the care provided. The childminder is proactive in developing relationships with other settings that children attend. She initially introduces herself and then if there is no response, makes further attempts to establish contact. She regularly gathers information, so that she is aware of what the child is doing at the other setting, which she can then complement. She provides information to evidence children's achievements when they are with her, to avoid any duplication. This ensures that there is a consistent approach when supporting children's learning and development. The Childcare Register The requirements for the compulsory part of the Childcare Register are The requirements for the voluntary part of the Childcare Register are Met Met

7 Inspection report: 25/04/ of 10 What inspection judgements mean Registered early years provision 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. It will be monitored and inspected within twelve months of the date of this 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 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 Not met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

8 Inspection report: 25/04/ of 10 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. Setting details Unique reference number EY Local authority Derbyshire Inspection number Type of provision Childminder Registration category Childminder Age range of children 0-17 Total number of places 5 Number of children on roll 6 Name of provider Date of previous inspection not applicable Telephone number Any complaints about the inspection or the report should be made following the procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted s website: If you would like Ofsted to send you a copy of the guidance, please telephone , or enquiries@ofsted.gov.uk. Type of provision For the purposes of this inspection the following definitions apply: 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. 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

9 Inspection report: 25/04/ of 10 and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration. 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. 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.

10 Inspection report: 25/04/ of 10 The Office for Standards in Education, Children's Services and Skills (Ofsted) regulates and inspects to 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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone , or 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 alerts about new publications, including survey reports and school inspection reports, please visit our website and go to Subscribe. Piccadilly Gate Store St Manchester M1 2WD T: Textphone: E: enquiries@ofsted.gov.uk W: Crown copyright 2012