Childminder in Lincolnshire

Inspection report for early years provision

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Unique reference number 506854 Inspection date 19/11/2009 Inspector Alison Putnar

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Type of setting Childminder 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 rates 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 08456 404040, 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.

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Royal Exchange Buildings St Ann's Square Manchester M2 7LA

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T: 08456 404040 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Introduction

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the registered early years provision. ‘Early years provision’ refers to provision regulated by Ofsted for children from birth to 31 August following their fifth birthday (the early years age group). The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and welfare, known as the Early Years Foundation Stage.

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Introduction

The provider must provide a copy of this report to all parents with children at the setting where reasonably practicable. The provider must provide a copy of the report to any other person who asks for one, but may charge a fee for this service (The Childcare (Inspection) Regulations 2008 regulations 9 and 10).

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Introduction

The setting also makes provision for children older than the early years age group which is registered on the voluntary and/or compulsory part(s) of the Childcare Register. This report does not include an evaluation of that provision, but a comment about compliance with the requirements of the Childcare Register is included in Annex B.

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Introduction

Please see our website for more information about each childcare provider. We publish inspection reports, conditions of registration and details of complaints we receive where we or the provider take action to meet the requirements of registration. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Description of the childminding

The childminder was registered in 2000. She lives with her husband and two children aged 15 and 11 in Grantham, Lincolnshire. The whole of the ground floor is used for childminding, along with the main bedroom which is used for sleeping. Toilet facilities are on the ground floor. There is a fully enclosed garden for outside play. The family have a rabbit and a guinea pig as pets. The childminder walks to local schools and pre schools to take and collect children and has a vehicle available to take children on outings.

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Description of the childminding

The childminder is registered to care for a maximum of six children at any one time. There are currently 14 children on roll, attending part time, of whom four are in the early years age group. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register.

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The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

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The overall effectiveness of the early years provision

The childminder works well with parents to ensure that information about children's individual care and development needs are shared and documented. Methods for liaising with other settings the children attend, such as local schools, are less well established, somewhat missing opportunities for all to work together to support children's progress. On the whole systems for safeguarding children's welfare are generally secure. The childminder is building knowledge of the Early Years Foundation Stage (EYFS) and is beginning to consider how children learn from the activities provided and how she can plan for further learning. Methods of monitoring and assessing children's development are progressing well. The childminder shows a real commitment to making improvements for the benefit of the children. She seeks and acts upon guidance from relevant professionals, has begun to complete methods of self evaluation and verbally requests feedback from

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further?

To further improve the early years provision the registered person should:

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further?

 expand the assessments of children's development to ensure they cover all six areas of learning and use the information to plan a further range of play- based activities to help children reach their full potential  build links with other settings providing for children in the Early Years Foundation Stage in order to provide greater continuity in children's learning experiences  review and update risk assessments to ensure they cover all equipment that children come into contact with, such as the wooden toy box and take further action to minimise identified risks  expand the procedure for safeguarding children to more accurately include This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 required procedures in the event of allegations being made about the childminder or household members.

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the early years provision

The childminder has a secure understanding of practices to keep children safe and supervises them well to reduce the likelihood of accidents. Household members are appropriately vetted to ensure their suitability to be around children. Risk assessments are completed and include relevant details to generally maintain a safe environment. Although, the childminder has not yet taken all available precautions to reduce the risk of children trapping their fingers in one of the toy boxes. The childminder demonstrates a strong commitment to improving safety. Since the last inspection she has developed a more secure understanding of procedures to safeguard children in relation to abuse and neglect. This has been achieved through accessing training and by developing written procedures to guide her practice. These are available to parents promoting a shared responsibility in keeping children safe. The written procedure mostly includes the required detail.

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the early years provision

The home is well organised to accommodate children's needs. Space is created for them to rest and sleep comfortably and peacefully, while others continue to play. A suitable range of toys and resources are provided and the storage systems enable children to make choices about what they want to play with, fostering their enjoyment. The childminder takes account of individual's interests and provides activities that she knows the children enjoy. She actively encourages all children to take part in activities such as building dens, playing with cars, physical play and doll play, promoting equality and suitably challenging perceived stereotypes. Children are able to share their knowledge and celebrate their differences. An older child talks to others about the festival of light 'Diwali' and all children join in making 'Rangoli' patterns. The childminder observes children during play and records their progress. The records do not fully show how children are progressing

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the early years provision

in all six areas of learning equally, nor is information used effectively to plan further activities to help children make maximum progress. Overall, children make satisfactory progress in relation to their starting points.

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the early years provision

In preparation for the implementation of the EYFS, the childminder attended a training event and has sought advice from local authority development workers to improve practice and ensure she is meeting all requirements. As a result the childminder has developed a range of written policies and procedures to guide her practice. These are shared with parents keeping them well informed of how the setting operates and of her legal responsibilities. In addition, the childminder has updated her knowledge of first aid practices ensuring she can support children in the event of minor accidents. More recently the childminder has completed an accurate self evaluation, taking a critical view of her own service in order to identify strengths and areas for improvement to enhance her provision. She now needs time to implement her good ideas to fully benefit the children.

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the early years provision

Good relationships exist between the childminder and children who appear confident and happy in her care. She works effectively with parents developing a This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 shared sense of trust. This ensures that information can be shared to enable her to care for children according to individual needs and in-line with parent's wishes. The childminder is beginning to include aspects of children's development in her daily discussions, diaries including details of children's progress are shared. During school collection times the childminder establishes relationships with professionals, such as teaching staff, to ensure that welfare needs are met. For example, passing on relevant messages. Less consideration has been given to sharing information about children's progress, missing some opportunities for all to work together to support children's progress to best effect.

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and outcomes for children

Children benefit from the child friendly, homely environment. The different ages get on well together as the childminder encourages respect and consideration for each others needs and feelings. Behaviour is managed in a sensitive way. Young ones learn to take turns and share as they are effectively supported and praised by the childminder. The childminder maintains flexible routines to take account of children's interest, age and levels of concentration. Time is created for them to play in the home and to access a further range of activities at local toddler groups. Here children develop important social skills, mixing with others of a similar age and developing new friendships. They also experience being part of a larger group care situation in preparation for school. In the childminder's home children make choices in play, supporting their enjoyment and promoting their self-esteem. They select from boxes labelled with pictures and words helping them develop an early

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and outcomes for children

understanding that print carries meaning. They help to tidy away toys developing a sense of responsibility.

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and outcomes for children

During good weather children make use of the garden, exploring wheeled toys and ball games. They look at and feed the family pets, helping them understand about the needs of living things. Trips to the park to play on the equipment, collect conkers and to feed the ducks provide good opportunities for practising physical skills. Additionally, children benefit in terms of their health from the fresh air and exercise gaining through these enjoyable activities. The childminder is keen to promote exercise and walks during school collection times. These opportunities are also used to help raise children's awareness of safety issues such as using the green cross code. The childminder is fully aware of individual's dietary requirements, she works alongside parents to ensure that children's dietary needs are catered for and that a balanced, nutritious diet is provided. Good consideration is given to maintaining a healthy environment. Children

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and outcomes for children

understand to wash their hands before eating and after playing outside. There are effective systems in place for reducing the likelihood of spreading germs, these include the use of liquid hand soap, disposable hand towels and excluding sick children for appropriate timescales.

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and outcomes for children

Children enjoy their time playing and make sound progress from the variety of activities they encounter. Their communication skills are supported as the childminder gets down to the children's level, engages in play with them and asks questions that encourage a verbal response. She uses subjects familiar to the This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 children to capture their interest, such as talking about family members. Together they read stories promoting an enjoyment of books as a good tool for future reading skills and language development. Younger ones repeat back familiar words such as the names of animals they see. Some craft activities are provided in the home, although, mostly at toddler group, these provide children with opportunities to use single handed tools such as crayons and paint brushes, developing control needed for writing later in life. Children's imagination is well supported as they play

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and outcomes for children

with small world toys such as trains, cars and garages. Older ones build dens, have pretend picnics and recreate familiar experiences playing shops. The care provided for children after school compliments the structured school day with opportunities to relax and play quietly or be more active as individuals choose. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex A: record of inspection judgements

The key inspection judgements and what they mean

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Annex A: record of inspection judgements

Grade 1 is Outstanding: this aspect of the provision is of exceptionally high quality Grade 2 is Good: this aspect of the provision is strong Grade 3 is Satisfactory: this aspect of the provision is sound Grade 4 is Inadequate: this aspect of the provision is not good enough

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children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

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and managed?

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 2 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 3 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 3 The effectiveness of the setting’s engagement with parents and carers

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Stage

The quality of the provision in the Early Years Foundation Stage 3

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Stage

The extent to which children achieve and enjoy their learning 3 The extent to which children feel safe 3 The extent to which children adopt healthy lifestyles 2 The extent to which children make a positive contribution 3 The extent to which children develop skills for the future 3

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Stage

procedures set out in the guidance available from Ofsted’s website: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

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Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

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