Childminder in Lincolnshire

Inspection report for early years provision

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Unique reference number EY362474 Inspection date 15/03/2012 Inspector Kathryn Clayton

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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 in Blyton, Lincolnshire. The childminder is registered on the Early Years Register and compulsory and voluntary parts of the Childcare Register. Registration is for six children under eight years of age, of whom three may be in the early years age range. There is currently one child on roll who is in the early years age range. The childminder is registered to provide overnight care for two children.

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Description of the childminding

She occasionally works with an assistant and when working together they may care for a maximum of 10 children, of whom six may be in the early years age range. There is a school, shop, park, farm and ice cream parlour within walking distance. All areas of the house are used for childminding. There is a fully enclosed garden available for outside play.

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Description of the childminding

The childminder has a dog and keeps freshwater fish. 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

The childminder provides an inclusive service where all children's individual needs are met. Children make good progress and most aspects of the learning provision are strong. Safeguarding procedures are effective and protect children's welfare and most records relating to the welfare of children are in place. There are strong partnerships with parents, carers and other agencies which support children's learning. Evaluation is effective in identifying areas for development and the childminder has made many improvements since the last inspection.

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further?

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

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further?

 carry out regular evacuation drills and record details of any problems encountered and how they were resolved  improve the ongoing observational assessments of children's progress to ensure all aspects in each area of learning are covered over time.

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the early years provision

The childminder understands how to protect children and has a clear procedure to follow should she be concerned about a child's welfare. She conducts very comprehensive risk assessments of her premises and completes daily safety checks before children arrive. All documents relating to safeguarding children are regularly reviewed. The childminder has a good evacuation plan which is practised with This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 children and so they start to learn how to keep themselves safe. However, any problems encountered and how they were resolved are not recorded.

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the early years provision

The childminder is very keen to continually improve her service. She conducts an effective evaluation of the provision and canvasses the views of parents by asking them to complete a questionnaire. She also takes account of the likes and dislikes of the children she cares for. Suggestions made by parents are implemented, for example, the chance for children to try some traditional crafts, such as knitting. Since the last inspection the childminder has undertaken a Diploma in 'Children and Young People' and many other training courses. For example, on the importance of listening and how to introduce more messy play activities. All of these measures help the childminder to improve her understanding of how to support young children's learning through play.

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the early years provision

Children choose from a good range of well-organised resources and can play in a number of areas of the home, such as the playroom, sitting room or lounge. There is an attractive garden that is used every day. Children learn about sustainability through planting seeds, caring for and harvesting plants, such as peas. Through discussions with parents and close observations of children the childminder finds out about their individual needs and starting points. Children have access to a good range of items, such as play people and books that reflect diversity in a positive manner. They also celebrate a number of festivals, such as Chinese New Year which raise their awareness of diversity in society.

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the early years provision

Parents are given useful written information at enrolment and are kept well- informed about their child's progress and achievements. The childminder gives daily verbal feedback and completes a diary to share with parents. They also regularly see the assessments the childminder has completed about their child's progress. The childminder ensures parents who are away from home are kept well- informed. For example, she helps children to write letters to parents and includes copies of creative work completed by children. Parents are very much involved in their child's learning and work closely with the childminder, for example, when children are learning to recognise and write numbers.

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the early years provision

The childminder works well with other agencies, such as the National Childminding Association and implements any suggestions they make for improvement. She makes links to local nurseries and schools that children attend so that information can be shared to promote children's well-being and achievements.

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and outcomes for children

Children enjoy their time with the childminder and they make good progress in their development and learning. Planning is led by the interests of the children who enjoy good choices of activities. The childminder observes and assesses children as they play and identifies their future learning needs. However, there is no system to ensure over time, children are assessed across all aspects within the areas of learning. This has some impact upon their learning opportunities. Children are confident speakers who enjoy sharing stories with the childminder. The This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 childminder provides a child-sized coat hanger and individual rucksacks for children to store their personal items, so giving them a sense of belonging in her home. This also promotes their independence as they can reach their own aprons on the hanger when preparing for messy play.

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and outcomes for children

The childminder supports children's learning as they play and they are challenged to resolve problems. For example, when a child wants to make a model animal with play dough the childminder encourages the thought process to enable the child to be successful. The childminder is calm and encouraging, so children feel confident and secure in her care. With gentle reminders they learn to be polite and behaviour is very good. Children use mathematical language as they play and often count. The childminder provides a wide range of construction activities and puzzles that help children to solve problems and learn about shapes. There are some technological interactive toys which help young children to develop good skills for the future.

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and outcomes for children

The childminder teaches children about the locality and natural environment around her home. Children enjoy nature walks, where they talk about what they can see and make collections of leaves. They have good opportunities to engage with their local community at a nearby Children's Centre. They show a sense of enjoyment and pride as they talk about experiences they have had there, such as celebrating a birthday with friends. Children have good opportunities for imaginative play; they use musical instruments and are creative with paint and collage. The childminder is effective in teaching children about managing their own safe boundaries. She talks to them about road safety and follows this through by providing them with an interesting safety booklet to colour. Children learn about fire safety, how to use safety scissors and safe practices near dogs.

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and outcomes for children

Children benefit from having a healthy lifestyle. They are very active with the childminder. They play in the garden on bikes, sit and ride toys or with small equipment, such as balls. They also visit the local park where they run freely, using swings and ropes. Hygiene routines are good with children using individual paper towels to dry their hands and anti-bacterial gel when they are out. They learn to wash their hands after touching the dog, blowing their nose and picking things up from the floor. The childminder provides healthy snacks and light meals which promote children's good health. Examples include fruit and vegetable sticks, breadsticks with cheese and meals of pasta or eggs. 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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