Childminder in Lincolnshire

Inspection report for early years provision

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Unique reference number EY413700 Inspection date 16/06/2011 Inspector Melanie Arnold

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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 2010. She lives with her two children in Grantham, Lincolnshire. The whole ground floor is used for childminding, with sleeping facilities located on the first floor. There is an enclosed, secure garden for outside play. The premises are accessible by one step and the family has a dog.

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Description of the childminding

The childminder is registered to care for a maximum of four children under eight years at any one time and is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. There are currently three children attending who are within the Early Years Foundation Stage. The childminder also offers care to children aged over five years. She is a member of the National Childminding Association.

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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

All children are fully supported and included by the caring childminder, which ensures their individual needs are effectively met. Children make good progress in their learning and development as they engage in a wide range of purposeful play experiences. The implementation of clear policies and procedures safeguarded children and promote their welfare. Mainly good partnership working in the wider context contributes to children receiving continuity of care and learning. The childminder's generally effective process of self-evaluation promotes continuous improvement.

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further?

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

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further?

 develop further the process of self-evaluation to identify the setting's strengths and priorities for development that will continually improve the quality of provision for all children  ensure relevant information is exchanged with other providers where the care of children is shared, to fully promote effective continuity and progression for these children.

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the early years provision

Children are cared for in a safe, secure well-maintained home. Space and resources are organised well to create an accessible environment where children's individual needs are met. For example, children sleep without disturbance in the quiet first floor bedrooms and they learn through play as they freely access a good range of developmentally appropriate toys and resources on the ground floor. The childminder remains in sole charge of the children at all times and she is This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 knowledgeable about child protection procedures, which helps to safeguard children from potential harm. Children are safe and well protected because the childminder implements effective procedures. For example, risk assessment procedures are in place and used to identify and minimise potential hazards and regular safety checks on smoke detectors ensure these remain fully operational at

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the early years provision

Children's individuality is respected and valued by the caring childminder. She acts as a positive role model, promoting inclusion and actively challenging any form of discrimination. The childminder's clear learning systems enable her to identify potential gaps in children's learning and provide targeted support if and when needed to ensure every child reaches their full potential. The childminder is currently providing care for children who are bilingual. She fully supports these children as she speaks several different languages herself, which enables her to value children's linguistic diversity. Parents of English speaking children have also requested that the childminder introduce these additional languages to their children, to provide them with a range of experiences from an early age. The childminder works well with parents and carers to ensure children's individual needs are met. Robust records are completed from the outset, which enables the

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the early years provision

childminder to get to know the child's individual likes, dislikes and starting points. This helps her to become familiar with the children and helps them to settle in her care. Clear information is continually exchanged with parents and carers, keeping them well informed of their children's daily care, activities and overall progress and development. However, the childminder has yet to develop her links with all providers involved with the care and learning of children, to fully ensure continuity and progression is promoted.

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the early years provision

The childminder has completed all required training courses and a wide range of additional training courses, which shows her commitment to providing a good standard of care and learning for all children. The childminder has a clear vision for the future. She monitors her provision through a mainly effective system of self- evaluation, which includes seeking the views of children and their parents, as she drives her setting forward. The childminder has identified clear targets for future improvement, which includes further developing her process of self-evaluation to fully ensure it continually monitors all areas.

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and outcomes for children

Children are making good progress in their learning and development. They happily engage in a wide range of adult-led and child-initiated play experiences delivered through indoor and outdoor play. Effective observation and assessment systems are in place and used well to monitor children's progress and to identify their next steps for learning. Activities are then planned to incorporate children's interests and their next steps, to fully ensure children are continually challenged. Children enjoy playing outside in the garden or at the park, where they are encouraged to be active as they develop their physical skills. Their awareness of how exercise affects their bodies is promoted when children are encouraged to feel how fast their heart is beating after physical activities. Trips to local places of This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 interest enable children to explore their natural surroundings. For example, during

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and outcomes for children

an outing children have fun, looking, touching and feeling the different texture of leaves which have fallen to the ground. Children's social skills are promoted during regular trips to local toddler groups, where they interact and play with larger groups of children. They also develop their creativity as they engage in a wide range of messy play and craft activities and they investigate and explore using their senses when playing with treasure baskets. Children's early language skills are promoted as the childminder continually chats to them as they play. They enjoy listening to stories, where the childminder skilfully promotes children's awareness of number as she counts objects within the book. Children use a range of crayons and pencils to colour and make marks, which promotes their early writing skills. Shape sorters and puzzles help to develop younger children's problem-solving skills, while older children are challenged to sort the cotton reels

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and outcomes for children

by colour during threading activities. Children access a use a good range of electronic and programmable toys and resources to support their learning. They also use the internet under supervision, where they learn to search for information.

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and outcomes for children

Children are happy and they feel safe and secure in the warm and welcoming home. They enjoy playing with a good range of well-maintained toys and resources, which are stored to provide them with easy access. The home is clean and good hygiene routines are in place to minimise the spread of infection. For example, children are encouraged to develop good handwashing practices from a young age and they use individual hand towels when drying their hands. Child- friendly visual aids displayed around the childminder's home, help children to learn how and when to wash their hands. Children's well-being is further promoted through the childminder's clear policies. For example, the childminder promotes healthy eating through her diet and nutrition policy and her clear sickness, illness and injury policy details how she does not provide care for children when they are suffering from contagious illnesses. The constant supervision of children and clear

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and outcomes for children

outings procedures, ensure children remain safe at all times. Children's awareness of safety issues is well promoted through regular occurrences, discussions and activities. For example, children learn about road safety during outings, they learn how to evacuate the home quickly and safely during regular fire evacuation practices and they learn how to safely behave around the childminder's dog. Children are encouraged to learn to respect the childminder's clear boundaries and she offers regular praise and encouragement to promote their good behaviour. All children learn to value the uniqueness of others as the childminder acts as a positive role model. Their awareness of differences and diversity is promoted through interesting first hand experiences, which promote their natural curiosity as learners. For example, when celebrating Chinese New Year, the childminder took the children to a Chinese restaurant. This introduced them to a new experience

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and outcomes for children

where they tried a range of Chinese food, which they attempted to eat with chop sticks. Children are encouraged to develop good social skills as they play and interact with their peers. 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 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 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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