Childminder in Lincolnshire

Inspection report for early years provision

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Unique reference number 208997 Inspection date 01/03/2011 Inspector Margaret Barnsley

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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 has been registered since 2000. She lives with her husband and two children. They live in a house in North Hykeham on the southern outskirts of Lincoln city. The whole of the house is used for childminding. There is a fully enclosed rear garden available for outside play. The family has a pet cat.

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Description of the childminding

The childminder is registered on the Early Years Register and both the compulsory and voluntary part of the childcare register. She is registered to care for six children under eight years of age of whom no more than three may be in the early years age group. There are currently six children on roll of whom four are in the early years age group and minded at various times. The childminder is a member of the National Childminding Association and regularly attends meetings of the local childminding support 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

This is a very homely and stimulating environment where children enjoy a wide range of activities. All areas of learning are provided for and children make good progress towards the early learning goals. Systems for observation and assessment are used effectively to monitor children's progress. The setting is very well organised and policies and procedures are comprehensive and reflect the practice that takes place. Partnerships are firmly established and make a significant contribution to children's welfare, development and learning. The childminder has an accurate understanding of her service and demonstrates good capacity to maintain continuous improvement.

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further?

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

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further?

 support children's creative development further by providing them with greater opportunities and resources that promote creativity through role play, with specific focus on dressing up clothes.

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the early years provision

Arrangements for safeguarding children are robust and reviewed regularly. The childminder prioritises children's safety effectively. She has completed safeguarding training and has a comprehensive safeguarding policy and procedure in place. She takes positive steps to eliminate risks through good quality risk assessments and helps children to understand about their own safety. For example, a young child remembers that the ramp in the garden is not safe to be used by little children. Effective safety measures are in place and the supervision of children is vigilant. All This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 other polices and procedures that are required for the safe and efficient management of the setting are maintained well and reviewed regularly. These are shared with parents to ensure they are fully conversant with her duty to protect children and how she organises her setting. All adults who have regular contact

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the early years provision

Relationships between parents and the childminder are excellent. The childminder works extremely closely with parents to ensure that the individual needs of the children she cares for are at the focus of her planning and the daily routine. She has highly effective systems in place for keeping parents well informed about their child's care and achievements. These well established systems also enable parents to contribute extremely well to their child's learning and development by completing observations of special achievements that their child makes at home. The childminder successfully ensures that parents are active participants in their child's care and learning and fully respects them as their child's primary educator. This strong partnership enables the childminder and parents to work together and provide children with continuity and consistency in their care and learning. The childminder regularly asks parents for their views and ensures that these are used

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the early years provision

to inform important decisions about the provision. Partnerships with professionals where children attend other settings are equally well established. Observations and planning are regularly shared between settings and used effectively by both parties to close any identified gaps in learning and to ensure that children progress in ways that best suit their individual needs and value their uniqueness. These meaningful partnerships significantly contribute to the positive outcomes for the children at this setting.

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the early years provision

The childminder operates an equal opportunities policy and promotes equality and diversity well. She has an in-depth knowledge of each child's background and promotes a harmonious environment in which children learn to appreciate and respect each other's differences. She ensures inclusion and adapts activities to suit children's individual skills and abilities. There are a good range of resources available that promote positive images of diversity and enable children to ask questions about their community and wider world. Children use the wider community for visits to children's centres and parks for example, so they are developing an awareness of the wider world around them as well as their independence and confidence as they socialise in different environments. Well planned activities and a relaxed informal setting help children to feel comfortable and keen to learn. They benefit from the childminder's attention and good use of

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the early years provision

the environment. Good quality resources are varied and used well to support children's development, although, there are limited dressing up resources for children to express themselves imaginatively and in a creative way through role play.

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the early years provision

The childminder is highly motivated and demonstrates a strong commitment and drive to improve her childminding service. She uses the Ofsted self-evaluation form to appraise her service and accurately recognises the strengths. She is realistic in her plan for future development and has high aspirations for developing her professional knowledge and practice. Since the last inspection she has successfully met the recommendations that were raised and has made other improvements that have enhanced the setting. For example, she has put labels and pictures on This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 her storage units so that children can self-select more easily. She has completed Early Years Foundation Stage training and has worked extremely hard to implement this to a high standard.

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and outcomes for children

Children make good progress towards the early learning goals. They are very happy and settled in this setting and display an eager disposition towards learning. Children are capable and confident to make their own choices about what they wish to play with. Resources are stored extremely well to enable this. A great deal of discussion and conversation takes place between the childminder and children so that they contribute their ideas and have a strong sense of belonging. Children feel valued by the childminder as she shows them great levels of respect and listens well to what they have to say. She recognises their efforts are achievements and gives them lots of praise. Children behave very well in this setting as they feel secure and have a consistent and stable routine which they are familiar with. They know what is expected of them and they are very well supported. They learn to share and to take turns and they respond well when the

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and outcomes for children

childminder guides and steers them. Children are acquiring language well and are becoming articulate and capable of expressing their wishes and reasons about their choices. Very young babies are also developing their communication skills very well and show a lot of affection towards the childminder.

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and outcomes for children

Children are appropriately challenged in their play and are very well supported when learning new skills. They have a wide range of books and mark making resources which they can access by themselves or share with the childminder. She has good knowledge of how children learn and ensures progress is achieved through activities that children enjoy and in ways that suit each child's preferred learning style. Children learn to count well and are supported sensitively when they struggle to grasp things immediately. They learn about nature by helping to harvest vegetables from the garden and by going strawberry picking at strawberry farms, which develops their understanding of the origin of certain foods. On occasions they help prepare food such as home-made tomato soup, which enables them to learn about healthy eating and to see how fresh produce is used. Children get on very well together and greatly enjoy each others company. They invent

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and outcomes for children

games with a dolls cot on wheels and push it round the hall quite happily for some time. Children in reception class enjoy doing activities that expand on the current topic they are doing at school, for example Africa. The childminder gets books about elephants ready for the child to look at and discuss after school. This makes children feel valued because they recognise that the childminder takes an interest in what they are learning. Children use lots of electronic toys in their play and have the use of a computer to develop their understanding of technology further as they grow. They dance and sing to music and enjoy using musical instruments. They are taken out and about to many different places of interest such as drama groups and craft sessions at the children's centre and to soft play centres, to name but a few. They have good opportunities to socialise outside the setting and to learn about their community and wider environment.

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and outcomes for children

This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Children develop an excellent awareness about healthy lifestyles and becoming responsible for their personal needs. They are supported very well with their individual hygiene routines and at a young age are extremely independent. They enjoy washing their hands and are eager to show the inspector where the toilet is when she asks to see it. One young child gets up on the step and shows her the liquid soap. He is excited at the prospect of washing his hands again, despite having only just done so. It is clear that children learn about the importance of hand washing very well. They have individual towels to reduce the risk of cross- infections and enjoy showing their photograph which indicates where their towel goes. The childminder promotes healthy eating in her setting and shares her healthy eating policy with parents. She gathers all appropriate information about

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and outcomes for children

their dietary requirements likes and dislikes. Children all eat together with the childminder and talk about what each of them have such as grapes or strawberries for snack. They have posters in their playroom which shows them pictures of healthy foods so that they can compare what they are eating with the examples on the poster. Children have access to fresh water at all times and also daily milk if they like it. They engage in a wide range of physical activities, both indoors and outdoors. They spend lots of time in the garden and also walk to places of interest around the area. Children develop their understanding of safety by learning about road safety and through practising evacuation drills. They are becoming responsible and learn very well about right from wrong. They have very good relationships with the childminder and are effectively developing skills that they need for their future. 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 1 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 1 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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