Childminder in Lincolnshire

Inspection report for early years provision

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Unique reference number EY433953 Inspection date 09/05/2012 Inspector Elisabeth Wright

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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 eight and two years in a house in Lincoln, Lincolnshire. The whole of the property is used for childminding. There is a fully-enclosed garden available for outside play. The childminder is able to take and collect children from local schools and pre-schools. The family has four cats, two rabbits and a fish.

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Description of the childminding

The childminder is registered to care for a maximum of five 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 three children attending who are within the early years age range, all of whom attend on a part-time basis. The childminder also offers care to children aged over five years. She is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. The childminder supports children with special educational needs and/or disabilities. 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 takes time to know the individual children in her care well, valuing their individuality. Systems for monitoring the children's progress are effective overall in supporting all children to make good progress. Partnerships with parents and other professionals are strong, significantly enhancing continuity of care for the children. Documentation is organised well, to effectively support the children's welfare. The childminder reflects on her practice and is developing systems of self- evaluation. Therefore, she maintains a good capacity to sustain continuous improvement.

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further?

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

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further?

 develop systems for monitoring children's progress, including matching observations to children's steps towards the early learning goals in the six areas of learning  develop further systems to engage in informed, reflective practice and self- evaluation to identify the setting's strengths and priorities for development.

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the early years provision

Children are safeguarded and well protected in the setting because the childminder is vigilant in ensuring that all members of her household are appropriately vetted. She has a high level of regard for the children's safety. Effective risk assessments This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 are carried out to identify and minimise hazards to the children, both in the family home and on outings locally. This means that children are able to play safely and move around freely and with confidence.

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the early years provision

The environment, both indoors and outside, is organised well, providing children with a good range of resources and activities that effectively support all areas of learning and development. Thoughtful use of low-level storage promotes children's developing independence and free choice. Therefore, they are involved in making choices that support their own interests and learning. The childminder has developed an effective system to observe, assess and plan for children's next steps. However, secure links between observations and children's steps towards the early learning goals in the six areas of learning are not fully embedded in practice. The provision is inclusive because the childminder values children's uniqueness. She has a good knowledge of their individual needs, therefore all children, including those with special educational needs and/or disabilities, receive appropriate care and support. The childminder has a strong commitment to

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the early years provision

training. She has resourced several courses locally and online to improve her on- going understanding of children's learning and development.

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the early years provision

Partnerships with parents are strong because their knowledge of their own children is highly valued by the childminder. Parents are provided with good quality information with regard to the provision and their own children's progress. Their views are actively sought and respected by the childminder. She has worked hard to build partnerships with other professionals who are involved in supporting children. Consequently she has established an effective exchange of information that effectively supports consistency of care and learning.

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the early years provision

The childminder evaluates her practice each day and considers any improvements or changes to benefit the children. Systems of evaluation are being developed to inform this process, such as use of the Ofsted self-evaluation form, however, they are not yet fully utilised in giving a comprehensive overview. The childminder's high ambitions for, and commitment to, her provision ensure her on-going capacity to maintain a good level of continuous improvement.

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and outcomes for children

Children are secure and happy with the childminder, therefore, they enjoy the time they spend with her and make good progress in all areas of learning and development. The childminder values their individual learning styles and is skilful in adapting activities to support these. For example, a child engaged in painting immerses their hands in the paints and gleefully squeezes the colours onto the paper. The childminder talks to the child about how the paint feels and what happens when the colours mix.

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and outcomes for children

Children enjoy a wide range of activities. They cook, learning to weigh, measure, handle tools and observe change. They enjoy stories with the childminder, sitting comfortably on her knee and joining in with familiar refrains as she reads to them; This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 consequently a love of books is fostered. Printed labels on toys and posters around the house provide an environment that is rich in the written word and enhances children's understanding of the purpose of print. Children play with puzzles and games, learning to solve problems as they fit pieces together and they count and have access to technology, using computer games and children's laptops. A range of resources provides them with positive images of diversity, together with relevant television programmes that promote their understanding of diversity and the wider world.

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and outcomes for children

Children develop good physical skills and coordination through outdoor play in the fresh air in the garden. They visit parks and a soft-play centre to increase their experience of challenge and risk taking. Well thought out hygiene routines ensure that all children develop a secure understanding of how to support their own health and well-being. They enjoy healthy snacks of fruit, enthusiastically choosing what they want to eat.

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and outcomes for children

Children are settled and secure with the childminder. They approach her and tell her their needs, when they want a particular toy or activity, and snuggle up to her whilst she reads them a story. The childminder provides the children with gentle reminders of how to keep safe and offers alternatives to distract them. She intervenes quickly in small disputes to ensure that children are safe and feel protected and supported. Strategies for managing behaviour are appropriate to each child's understanding and development and are, therefore, effective in maintaining a calm and safe environment. Visits to local groups provide opportunities for the children to meet with others in their locality. This aids their later transition to school as they experience larger groups and form wider friendships. Overall, the children are supported well in acquiring a range of skills to effectively support their future learning and development.

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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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