Childminder in Lincolnshire

Inspection report for early years provision

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Unique reference number EY427031 Inspection date 21/11/2011 Inspector Anne 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 was registered in 2011. She lives with her partner and two children aged six and two years. The family live in the Sleaford area of Lincolnshire, close to local schools, shops and a park. There is level access to the house, with a downstairs toilet and a safely enclosed rear garden for outdoor play.

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Description of the childminding

The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She is registered to provide care for a maximum of four children under eight years, Monday to Friday all year round. There are currently four children on roll, of whom, two are in the early years age group.

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Description of the childminding

The childminder is a member of the National Childminder Association and she receives support from the local authority.

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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 demonstrates good knowledge of each child as an individual and provides a wide range of stimulating activities that successfully meet their needs. The childminder makes good use of resources and organises the setting very well, which ensures that children are safe and secure. Partnerships are firmly established and contribute well to children's welfare, development and learning. The childminder is developing 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?

 lead and encourage a culture of reflective practice of self-evaluation to identify the setting's strengths and priorities for development that will improve the quality of provision for all children.

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the early years provision

Children are safeguarded as the childminder has well-organised systems to ensure that all adults who have regular contact with children are appropriately vetted and that all visitors are properly identified and supervised. She has a comprehensive understanding of her role and responsibilities for ensuring children are protected. For example, she has completed safeguarding training and is aware of her duty to record and report any concerns. She shares her written child protection policy with parents on admission to the setting so that they are fully informed of procedures. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 A wide range of safety measures are in place within her home. Daily checks and written risk assessments ensure that potential risks to children are effectively identified and minimised indoors, outdoors and for all outings. All documentation required to promote the safe and efficient management of the setting, is in place

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the early years provision

Systems for self-evaluation are mostly effective and through discussion, show clearly how the childminder organises her setting. She has only been minding for a very short time and since registration has implemented all aspects of the Early Years Foundation Stage, to a high standard. She has completed further training, such as, safeguarding and her childminding course. The childminder has not yet started to use the Ofsted self-evaluation, although, she has every intention of doing so and has agreed to do this as her next target so that she has a clear improvement plan in place. She already has some ideas for future training that she wishes to undertake, such as, special needs training and has become a member of a very proactive childminding group, which supports her well at this early stage.

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the early years provision

The childminder demonstrates a strong commitment to inclusion and works closely with parents from the start, to ensure that she is aware of and able to support children's individual needs. Parents are invited for introductory meetings, where the childminder shares all relevant policies and procedures with them and discusses her practice. Consequently, they are well informed about the service she provides. The daily exchange of information ensures that children's changing needs are met well. Parents are kept up-to-date with their child's progress, as the childminder shares individual learning folders with the parents regularly. They are aware of the daily routine and activities as they are also provided with detailed diaries each day. The childminder understands the importance of working in partnership with others. She has established effective systems for sharing information with other early years providers, to ensure continuity of care and

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the early years provision

education for children and is effective in her partnership working with outside agencies. Overall, these positive systems ensure that children make good progress and their welfare needs are consistently met.

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and outcomes for children

Children are happy, confident and settle well in the comfortable and relaxed atmosphere of the childminder's home. The setting has been organised thoughtfully with a designated playroom where children can access their toys and feel secure and safe. They show confidence when they decide to move from the playroom to the lounge and dining area, to use other toys and craft resources in these areas. The childminder interacts very well with the children and purposeful conversations help develop children's talking skills and vocabulary. They discuss the day, the month and describe the weather. They play shops with the childminder and use trolleys for their shopping and tills to buy their goods. Children show that they feel secure and safe with the childminder. For example, she has only been minding for a short time and children, who were shy when they first started a few weeks ago and still are shy in the company of others, are now

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and outcomes for children

This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 happy to talk to her. Significant progress has been made in helping children to feel a sense of belonging and promote their self-esteem.

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and outcomes for children

Children access a wide range of good quality toys and resources that support their learning and development well, both indoors and outdoors. Their play opportunities are maximised through the effective organisation of space, time and resources. The childminder makes good use of local resources so that children become actively involved in developing an understanding of the local community, as they go out for walks and local trips to places of interest, such as, parks, toddler groups and the library. Children's individual needs and interests are at the heart of the childminder's planning, ensuring the care is tailored to the differing needs of the children present. Children contribute extremely well in this setting. They have a strong voice and their views are actively sought and listened to well. For example, specific toys are bought to meet children's preferences, such as, cars and lorries, which the childminder uses well to cover all areas of learning through children's

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and outcomes for children

interests. Children's individual learning and development is well supported by the in-depth knowledge that the childminder has of each child in her care. She makes effective use of the information she gathers for each child through purposeful observations and information gathered from parents and other settings to build a clear picture and ensure continuity and consistency for children.

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and outcomes for children

Children are carefully supported to learn good basic hygiene skills and develop an understanding of keeping themselves safe, through consistent routines. They are well nourished with healthy meals and snacks and they have plenty to drink throughout the day. They have occasional treats, in agreement with parents, so that they learn the difference between foods we eat regularly and those that we eat less often. Children have their own towels, which are changed daily to reduce the risk of cross-infections and they have appropriate resources in the toilet so that they can learn to become independent as they grow. Children learn about emergency evacuation, road safety and how to take care of their toys by helping to tidy away. They behave very well and although they are very young they learn well about sharing and taking turns. They listen well to the childminder and are developing skills that they need for their future.

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and outcomes for children

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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