Childminder in Lincolnshire

Inspection report for early years provision

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Unique reference number EY356650 Inspection date 30/03/2011 Inspector Anna Davies

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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 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 0300 123 1231, 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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T: 0300 123 1231 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 2007. She lives with her husband and two children aged three years and nearly one year in Stamford, Lincolnshire. The whole of the childminder's house is registered although childminding predominantly takes place on the ground floor with sleep and toilet facilities available on the first floor. There is a fully enclosed rear garden for outside play. The house is within walking distance of local amenities, such as, schools, the library, shops, parks and toddler groups. The family have no pets.

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Description of the childminding

The childminder is registered on the Early Years register as well as the compulsory and voluntary parts of the Childcare Register. She is registered to care for a maximum of four children under eight years at any one time, of whom no more than one may be in the early years age range. She is currently minding two children in this age group. She is also able to offer care to children aged over five years.

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Description of the childminding

The childminder is a member of the National Childminding Association and the Stamford Childminding Group.

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The overall effectiveness of the early years provision

Overall the quality of the provision is good.

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The overall effectiveness of the early years provision

The childminder recognises each child's individuality and effectively promotes inclusive practice so that children feel safe, secure and valued. She has established close working relationships with parents and this ensures children's individual needs are well met. Children make clear progress in their learning and development because the childminder provides a good range of stimulating learning opportunities for each child and she is focussed on spending as much time with them as possible to ensure that they benefit from high levels of interaction and support. Methods for observing, tracking and planning for children's learning continue to evolve.

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The overall effectiveness of the early years provision

Although the childminder has only just returned to childminding following a break, she has a strong capacity to maintain continuous improvement and a positive attitude towards self-evaluation, continuing to review her practice and plan for future developments.

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further?

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

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further?

 develop further the use of children's next steps to inform the planning of activities to meet children's individual learning needs  carry out regular evacuation drills with children so that any problems encountered relating to their non-mobility can be addressed and resolved. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

The childminder has a good knowledge and understanding of safeguarding children procedures and has recently completed an online training course to ensure that her knowledge remains up-to-date and relevant. She has a clear safeguarding children policy in place which is shared with parents so that they are clear about the childminder's duty to protect the children in her care. Secure daily and three- monthly risk assessments are in place to ensure that hazards are identified and minimised both within the premises and on outings. As a result, children play, and are cared for in a safe environment. However, although fire evacuation drills have previously been carried out before the childminder took a break from childminding, these have not yet been carried out with the new minded children. This is particularly important because one of the childminder's own children is not yet mobile and this is the same for the minded children cared for so the childminder

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the early years provision

needs to be confident and parents assured, that evacuation procedures are effective. Young babies demonstrate that they feel very safe and secure in the childminder's care by playing happily on the floor knowing that she is close by, snuggling in close as they take a milk feed and settle instantly for a sleep in their travel cot.

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the early years provision

The childminder provides a good range of toys and resources for children to play with. These are freely accessible to children in the lounge and conservatory which ensures that children are able to make independent choices in their play. The garden is used regularly to ensure that children's good health benefits from plenty of fresh air and activities, such as, sand, water, sit and ride toys as well as other resources brought out from inside. The childminder organises the day around children's routines for sleeping and eating. She is respectful of these and, for example, is currently reviewing attendance at a toddler group to see how it can best fit around children's rest patterns because she knows that these groups provide good opportunities for socialisation and activities to complement her own. The childminder is committed towards ensuring anti-discriminatory practice and encouraging every child to achieve their potential in her care. Her focus is

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the early years provision

spending as much time as possible with the children. For example, she asks parents to provide meals for children so that she can spend all of her time with the children rather than preparing food. Documentation is well organised. For example, the childminder keeps checklists for ensuring that contracts, children's records and policies are regularly reviewed.

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the early years provision

The childminder gathers a good range of information from parents before children start in her care. For example, a detailed 'All about me' sheet helps the childminder to meet and respect children's individual needs and be fully aware of their backgrounds, stages of development and routines at home. A positive settling in process, tailored to individual children's needs and responses, ensures that children settle quickly and establish a close rapport with the childminder. Parents are encouraged to share in their children's learning and development through monthly reviews of their 'Learning journeys' and to make comments in these regarding any areas of learning that they are working on at home with the child as well as 'wow' This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 moments or special achievements. Daily diaries and discussions with the childminder ensure that parents are kept fully aware of their child's day. The

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the early years provision

childminder welcomes feedback from parents about her service. References and testimonials seen at inspection offer very positive feedback. For example, one comments that they are happy with how quickly their child has settled and that the child is happy and excited to be left with the childminder. Another particularly makes reference to the childminder's effective behaviour management, commenting she is 'loving and fair in moments of discipline, showing children how to share and be kind and gentle'. Although the childminder does not currently care for children who attend other settings as well as her own, she demonstrates a clear understanding and very positive attitude towards establishing partnerships with other providers in order to ensure a consistency of experience and care for children.

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the early years provision

The childminder has a clear vision and is highly committed to providing good quality care and ensuring children and parents are happy. She is committed to attending training initiatives to further enhance her own knowledge and skills. She demonstrates clear skills at being able to evaluate her practice and has completed the Ofsted self-evaluation form which clearly outlines her strengths. Although it is still very early days since returning to childminding, she is able to discuss her priorities for improvement. These include an imminent house move to a larger property and she has many ideas which she feels will benefit the children and parents in many ways. The recommendation raised at the previous inspection has been successfully addressed, resulting in the provision of more resources to enhance children's role and imaginative play.

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and outcomes for children

The childminder has a secure knowledge and understanding of how young children learn through her many years experience of working with children. She ensures that a broad range of activities are offered to children to ensure that they make good progress in their learning. At present, due to settling children in, the focus is very much on child-led and initiated activities as she gets to know the children. She has found out information about their interests, such as, different textures and music and ensures that her toys, resources and activities reflect these. This has really helped children to settle very quickly as they engage themselves in activities that they so obviously enjoy. The childminder spends all of her time at the children's level. She enthusiastically engages and interacts with them, such as, when reading books, repeating refrains such as 'Where is he hiding?' to encourage children to lift the flaps. The childminder fully understands when to support

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and outcomes for children

children and when to allow them time to experiment and investigate for themselves. For example, she shows a young baby how to post discs into the shape sorter and then watches as the baby copies her actions, listening to the musical response of the toy as she succeeds.

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and outcomes for children

Methods for observing, assessing children's learning and planning are evolving as the children spend longer in the childminder's care. It is clear through discussion that the childminder fully understands these processes and how they each link to This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 one another to ensure that individual children make good progress in their learning and development. Each child has a 'Learning Journey' book which contains information about the Early Years Foundation stage for parents, children's starting points, snapshot observations of children's learning and some longer, more detailed observations. Next steps of learning are beginning to be identified and the childminder intends to further develop the use of this information to help her to plan specific activities to meet children's individual learning needs.

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and outcomes for children

Even though the children have not been in the childminder's care very long, they are very settled, happy and content. Children respond positively to the childminder's happy and bubbly nature as she praises them for their efforts. Their independence is growing as they feed themselves toast fingers at breakfast and indicate their need for a drink. Minded children enjoy the company of the childminder's own children and warm relationships have formed. For example, young babies enjoy watching the childminder's children and playing alongside them. Babies recognise things familiar to them such as their own car seat and favourite toys brought in from home; this gives them a strong sense of identity. Children are offered good opportunities to develop their mark-making skills. For example, they use crayons, showing a preference for which hand to use at an early age. They enjoy books and take notice of familiar content such as photographs of

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and outcomes for children

other children. Their speech and language is developing well and the childminder further promotes this as she speaks clearly to children and responds positively to them when they babble and vocalise. Young children show that they are beginning to problem solve. For example, they use these skills to open and close flaps and doors to find the hidden toy in an activity centre and to press buttons to hear music play on a toy. This also supports their early technology skills. Children are curious about things they observe, such as, the different textures on a toy and they enjoy exploring the stretchy strands on another toy with their fingers. They begin to learn cause and effect as they post discs into a shape sorter and hear the music play when they succeed. Children make visits out into their local community so that they gain a sense of place. For example, they visit local places of interest, parks, a soft play centre and go to feed the ducks. Children are beginning to

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and outcomes for children

develop an appreciation of people's similarities and differences as they have access to a good range of resources reflecting diversity which ensures that they receive positive messages during their play. All of these simple activities begin to lay secure foundations to support the children's future economic well-being.

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and outcomes for children

Children's physical development is promoted well. They have regular opportunities for fresh air and exercise as the childminder understands the importance of this for children's good health and well-being. Babies are encouraged to develop key physical skills, such as, walking and crawling. For example, toys are placed just out of reach to encourage babies to crawl and the childminder holds babies hands as she 'walks' them over to favourite toys, standing close as they prop themselves up against the toy, in case they should wobble. Opportunities, such as, snack time, help babies to develop fine motor skills, such as, picking up small pieces of banana with their fingers and coordinating their hands to their mouth. If the weather is inclement the children enjoy physical activities, such as, dancing, circle games, action rhymes and exercises inside. Children's creativity is promoted well through a good range of art and craft, role and imaginative play. For example, they create

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and outcomes for children

Mother's Day cards using hand and foot prints, experiment with many different This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 painting techniques using a variety of objects and learn about what happens when colours are mixed together. Children enjoy musical activities, such as, using the musical instruments and clap excitedly as they hear the childminder sing or hear musical toys play.

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and outcomes for children

Children's welfare is promoted well. Children are cared for in a clean, homely environment and learn effectively about maintaining their own personal hygiene. Nappy changing procedures are effective in reducing the risk of cross- contamination. Parents provide all meals for their children and the childminder discusses her commitment towards ensuring that children are provided with a healthy diet. The childminder also plays her part in this by providing snacks of fresh fruit. Drinks are left on the side so that they are clearly visible to young children and they are able to indicate their need for a drink when they wish. The childminder has recently renewed her first aid qualification and keeps clear records of the regular checks that she makes of the first aid box to make sure contents remain well stocked and in date. This ensures that in the event of an accident, the childminder has the appropriate knowledge and equipment to deal with any minor

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and outcomes for children

injuries. Since returning to childminding, there has not been any medication administered or accidents that have occurred. However, the childminder demonstrates, through previous records, that she has a clear understanding of the details that need to be recorded to ensure children's safety and well-being. Older children have good opportunities to learn about their own and others' safety through discussions about road safety and stranger danger. House rules are in place so that children are clear about boundaries and how these rules help to promote everyone's safety. The childminder states that she feels she is a friendly, trustworthy person who is easily approachable for children if they wish to share any concerns or worries. She is also a positive role model for children; she talks to them with much respect, frequently praises them and gives them good levels of attention. 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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Early Years Foundation Stage

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 2 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 2 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 2

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Stage

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

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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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