Shotbolt, Sarah Louise

Inspection date

Previous inspection date 01/10/2012 02/06/2008

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early years provision

This inspection: 2 Previous inspection: 3 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Children are respected and their individual needs are effectively met because the childminder develops clear communication channels with parents, carers and other providers. This promotes an integrated approach to children's care and learning.  A warm and welcoming environment is created where all children feel a sense of belonging. This also helps children to feel confident and to form secure attachments with the childminder.  Clear planning, observation and assessment systems are used to provide children with an interesting range of hands-on learning experiences, which cover all areas of learning. The childminder engages in play with all children, promoting their investigation and exploration skills.

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It is not yet outstanding because

 The childminder's performance management systems are in the early stages of development and have yet to be embedded in practice to ensure future training needs are more effectively identified.  Although, processes are in place for the progress check at two years, the childminder has yet to fully develop her knowledge of this.

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Information about this inspection

Inspections of registered early years provision are scheduled:  at least once in every inspection cycle. The current cycle ends on 31 July 2016  more frequently where Ofsted identifies a need to do so, for example where provision was previously judged as inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage; or where assessment of the provision identifies a need for early inspection  prioritised for inspection where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed activities and care processes in the ground floor rooms and in the outside play area.

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Inspection activities

 The inspector spoke with the childminder and assistant during the course of the inspection.

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Inspection activities

 The inspector looked at planning, observation and assessment records, as well as other relevant documentation, including the childminder's self-evaluation.

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Information about the setting

The childminder registered in 2007. She is registered to work from her own home and the home of a co-childminder, where she now provides the majority of her care. The co- childminder lives with her husband in Immingham, North East Lincolnshire. The family keep a dog, three cats and two rabbits as pets. Only the ground floor of the property is used for childminding and there is an enclosed garden provided for children's outdoor play. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. When working together with the co-childminder and an assistant, this increases the number of children they can provide care for. There are currently 31 children on roll, 14 of whom are within the early years age range. The childminder offers care to children aged over five years up to the age of 14 years. Opening hours are Monday to Friday from 6.30am to 6.30pm. The childminder is a member of the

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To further improve the quality of the early years provision the provider should:

 develop the systems for performance monitoring of all staff to further aid professional development

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To further improve the quality of the early years provision the provider should:

 develop further knowledge of the process for implementing the progress check at age two years.

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who attend

Children are happy and settled. They show confidence in their surroundings as they freely access their own play materials from the good range provided. The effective organisation of indoor and outside space and resources, creates an environment where children learn through play. Children actively participate in purposeful learning experiences, which are planned to provide them with opportunities to investigate and explore. Observation and assessment systems are in place and used effectively to monitor children's progress and to identify and plan for their next steps for learning. This ensures that children are making good progress across all areas of learning from their unique starting points. The childminder and her team have a process in place to ensure that children's progress check at age two years is completed. The childminder is currently developing her existing knowledge of this specific aspect to ensure that it is effectively implemented and shared

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who attend

appropriately for the benefit of children's continued learning. Activities are continually differentiated to ensure the active participation of all children. For example, at story time, younger children are well supported by the assistant, while the childminder reads the story. Also during planned adult-led activities, children are split into two groups according to age and ability. This allows the childminder and the assistant to structure the activity to ensure that all children are sufficiently challenged and supported. For example, during a painting activity, older children sit on their own table doing bubble painting, while younger children explore the paint using brushes and their hands. This also enables the childminder and her assistant to use appropriate language and questioning techniques to suit the needs and abilities of the children. All children, including babies, enjoy investigating and exploring activities and resources

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who attend

using their senses. For example, when playing with dried rice, children enjoy scooping, filling containers and pouring the rice out. Children listen as they do this and the childminder encourages them to shake their containers of rice and to listen to the different noises they can hear. A baby who is initially reluctant to participate, slowly shows interest in the rice activity. The childminder notes this and supports the child by sitting them on her knee. She then gently encourages the baby to feel the rice by holding their hand and pouring the rice over their hand. The baby allows the childminder to do this as they begin to smile at the feeling this creates. The childminder notes this is a big achievement for this child as they have shown little interest in previous activities of this nature.

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who attend

Continual discussions with all children during their play, help to promote their language and communication skills. The childminder asks lots of open-ended questions of older children to further develop their use of language and their thinking skills. Opportunities to draw and write are provided for all children, with older children using stencils to identify and write the letters from their own names. Children enjoy sitting and listening to stories and they actively participate in singing sessions, often recalling songs from memory. During an action number rhyme song, children count how many monkeys are on the tree. They then wait patiently for their turn as they pretend to be the crocodile, who snaps the monkeys off the tree. Older children confidently do this and younger children are supported when it is their turn, which ensures the inclusion of all children.

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The contribution of the early years provision to the well-being of children

Children arrive and show confidence in their surroundings. A warm and welcoming environment is created as the childminder displays lots of photographs of children engaging in play. This creates a sense of belonging for all children. Children relate well to the childminder, the co-childminder and the assistant. They are forming friendships with their peers as they play cooperatively together, developing their social skills and interaction. Babies enjoy playing alongside older children, observing and watching them, while they play. As there is more than one person working with the children, each child is assigned a key person to work closely with the child and their family. This ensures that continuity of care is promoted and enables the child to form secure emotional attachments, while in the childminder's care. Children's individual needs are respected and fully met as the childminder gets to know each child well. For example, when a baby

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The contribution of the early years provision to the well-being of children

begins to get a little restless during story time, the childminder recognises that the child may actually be hungry. She, therefore, provides the child with an early lunch to meet their specific needs.

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The contribution of the early years provision to the well-being of children

All children freely access their own toys and resources, providing them with opportunities to make their own decisions, as well as promoting their independence. Children are encouraged to locate and put on and take off their own coats and the childminder is further developing opportunities for them to develop independence with their health and self-care skills in preparation for starting school. When children attend more than one provider, the childminder ensures that information is regularly exchanged through the use of a 'sharing book'. This ensures that continuity of care and learning is promoted for these children. Children's good behaviour is encouraged through the childminder acting as a positive role model and offering regular praise and encouragement. They are also encouraged to learn to respect themselves, their peers and other adults.

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The contribution of the early years provision to the well-being of children

Children are encouraged to adopt a healthy lifestyle and are provided with nutritious meals and snacks, in line with their dietary requirements. Children help to plant and grow their own vegetables in the garden, which further promotes their awareness of healthy eating. Regular indoor and outdoor play experiences provide children with opportunities to be active and to develop their physical skills. Children show that they feel safe within the childminder's care and their awareness of safety is continually promoted through the daily routine, regular events and planned activities.

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provision

The childminder works closely with a co-childminder and an assistant, promoting good standards of care and learning to meet requirements. The childminder uses a thorough process of self-evaluation, which involves the views of all users to monitor and evaluate all areas of her provision. Improvements made since the last inspection and the ongoing identification of targets for future development, ensure the continuous development of the childminder's service. Although, the childminder and the other adults providing care for children are focused and committed to their ongoing development, the system for performance management is in the early stages of development. Therefore, it has yet to be fully embedded in practice to ensure the clearer identification of future training needs for all.

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provision

The childminder works in partnership with parents, carers, other providers and services to support children's individual care, learning and development and to ensure the protection of each child. Information is continually exchanged with parents to ensure that they are kept fully informed of their children's routines and progress. Parents are also encouraged to contribute to their children's learning and development. For example, children take a bear home with them, look after him and parents write in the bear's diary what has happened, while he has been in the child's care. When the bear returns to the childminder's home, this promotes discussions about the bear's time with the child. It also provides the childminder with further knowledge about the child's interests and routines at home, which she can then build on. Parents are also provided with a termly comments sheet, which seeks information about children's interests, achievements, likes and routines

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provision

Clear processes are in place to ensure the protection of children and to promote their good health. The childminder ensures the home is securely maintained and uses risk assessments to identify and minimise potential hazards. A full range of policies and procedures are in place, understood and used effectively to ensure that the health and safety of children are maintained. Children are fully supervised at all times as the childminder and her team ensure that they are always well deployed around the home. All adults working with children hold current first aid certificates and clear outings procedures are in place to ensure that children remain safe at all times. The childminder is knowledgeable about child protection procedures and has a clear safeguarding children policy in place.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

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Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not Met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

Unique reference number EY355648 Local authority North East Lincolnshire Inspection number 698230 Type of provision Childminder Registration category Childminder Age range of children 0 - 14 Total number of places 6 Number of children on roll 31

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Telephone number

set out in the guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises that are usually their own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. 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,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, 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. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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