Childminder in Lincolnshire

Inspection report for early years provision

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Unique reference number EY435581 Inspection date 18/04/2012 Inspector Catherine Greenwood

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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 husband and children aged 12 and three years in Farnborough, Hampshire, close to shops, parks, schools and public transport links. The whole of the childminder's home is used for childminding, with the exception of one of the bedrooms. There is a garden available for outside play. The childminder's provision operates Monday to Friday, for most of the year. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register to care for a maximum of four children under eight years at any one time, of whom no more than two may be in the early years age range. There are currently two children on roll in the early years age range. The childminder also offers care to children from the end of the early years to 11 years. She collects children from the local school and attends several toddler groups on a regular basis.

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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

Children's individual needs are well known and met. The childminder values parent's involvement in the care and education of their children. Her caring, positive and respectful approach, combined with her good communication with children and parents, are key strengths of the provision. The childminder uses her nursery work experience and the knowledge she has gained from current training, to effectively promote children's learning and development. She evaluates the provision on a day to day basis, accurately identifies the strengths and most weaknesses of the provision and makes on-going improvements.

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further?

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

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further?

 improve the opportunities to share and enjoy a wide range of fiction and non-fiction books, rhymes, music, songs, poetry and stories, for example, by providing props and materials that encourage children to re-enact, using talk and action.  provide opportunities for children to create their own designs through independent access to a wide range of resources.

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the early years provision

The childminder has a good knowledge of child protection procedures approved by the Local Safeguarding Children Board and understands her responsibility to protect the welfare of the child. Children's safety is maintained through the use of This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 comprehensive risk assessments, which include all outings and daily checks of the premises. The childminder uses the Ofsted self-evaluation form as a tool for reflecting on the quality of the provision. Since starting to care for children, the childminder has introduced new initiatives that have improved outcomes for children. For example, she has obtained additional resources that have made the main play area very welcoming. This includes low level storage units, that allow children to access play equipment independently and a large imitation leaf, that provides a cosy covered area. Consequently, children show enthusiasm for learning

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the early years provision

Children are provided with positive images that challenge their thinking and help them embrace differences. For example, they handle African masks and baskets, look at multi cultural books and match people with traditional costumes. Children watch a television programme with the childminder, which develops their awareness of disability. The childminder has created individual books with photographs of children and their family members. These are made available in the book corner, which enables children to feel fully valued and part of the provision.

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the early years provision

There are currently no children on roll who attend other settings or need support from other agencies. However, the childminder is aware of the need to work in partnership with any other settings if the need arises. Communication with parents is good. The childminder provides them with good information about their children's progress. This includes individual learning journals, which they take home, as well as a diary sheet with information about children's daily needs. The childminder liaises closely with parents to identify any gaps in children's learning and how they can work together to help children reach their full potential. Parents comments in children's learning journals and questionnaires, show they are very happy with the provision. For example, they say 'we are absolutely delighted with how our child is getting on and gets to spend time each week with people he knows and loves' and 'we are really pleased with how our child has settled in and

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and outcomes for children

The childminder's positive, patient and caring approach and her understanding of how to promote children's learning in a fun and relaxed way, means children are provided with a stimulating learning environment. She completes clear assessment records that are regularly shared with parents. These include details of children's achievements, photographs, observations, links to the early learning goals and aims for children's future development. Consequently, children are provided with continuity in their learning and make good progress, in relation to their developmental starting points. The childminder gives children time to initiate their own games. She interacts in their play and contributes to their enjoyment, as she introduces ideas, such as tickling each other with feathers. Consequently, children laugh and run about with enjoyment.

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and outcomes for children

Children are very happy, settled and enjoy each other,s company. They are This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 motivated within their play, well behaved and often share the play equipment without being asked. Children respond with great enthusiasm to the childminder's suggestions; for example, playing skittles in the hallway. They persist with these activities, as the childminder praises them for their cooperation and achievements. Children have good opportunities to meet other children and develop their social skills during weekly visits to a local toddler group. They are beginning to communicate with the childminder and other children. The childminder uses conversation, flash cards and everyday objects to promote children's vocabulary. Consequently, they are developing confidence in sharing what they know. Children listen to stories for short periods of time, although the childminder has not given

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and outcomes for children

consideration to how she can adapt the presentation of stories to sustain children's interest. Consequently, children's attention span is limited.

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and outcomes for children

Children learn to count in numerical order through singing activities and other areas of play. The childminder provides puzzles that help them to identify and connect shapes. She plays games of 'hide and seek' in her home and garden, which helps them to solve problems. Children learn about how things grow, as they help the childminder to plant vegetables in her garden, and the effects of light as they grow cress seeds in dark and light areas in the kitchen.

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and outcomes for children

Children learn about the wider world, as the childminder takes them to an army museum and for walks along a local canal, where they see houseboats and feed the ducks. Children have daily access to the childminders garden and show enthusiasm for outdoor play; for example, as they roll down hills in a nearby park. They develop control of their movements as they negotiate a wooden pirate ship, use an enclosed trampoline, rocker and small slide. The childminder takes children to soft play facilities and an outdoor adventure play area. Consequently, children are keen to test their abilities and are provided with good physical challenges; for example, as they develop balancing skills.

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and outcomes for children

Children use their imagination as they dress up and cuddle dolls, use pretend food and a toy telephone. They particularly enjoy scanning items on a battery-operated shop till. The childminder provides additional resources; for example, shopping baskets, that enable children to share, take turns and be included. The childminder encourages them to experiment and touch different media, such as gloop, shaving foam, paint, and dough. Consequently, children are beginning to overcome their reluctance to 'get messy'. However, resources are not made easily accessible, which restricts the opportunities for children to be independently creative. Children learn about their own safety through songs, posters and discussions about potential hazards, for example, during cooking activities. The childminder consults parents about food provision and provides children with healthy meals that are nutritious and well balanced. Consequently, children eat well and enjoy their food.

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and outcomes for children

Children are protected from the risk of cross infection. The childminder follows good nappy changing procedures and displays posters in the cloakroom that help children learn about hand washing procedures. 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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