Childminder in Lincolnshire

Inspection date

Previous inspection date 02/10/2012 26/03/2012

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early years provision

This inspection: 3 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 3

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This provision is satisfactory

 Children are happy, settled and secure in the childminder's warm and welcoming home. Good partnership working with parents results in the constant exchange of information to ensure children's individual care needs are met.  Children's health and safety are maintained through the childminder's, mainly, clear practices and procedures. The childminder's home is well maintained, clean, safe and secure, which ensures children to feel safe in their surroundings.

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It is not yet good because

 The childminder has yet to develop planning, observation and assessment systems to ensure the effective monitoring and promotion of each child's development within the seven areas of learning.  Although the childminder has a general overview of the effectiveness of her provision, a robust system of self-evaluation has yet to be developed to ensure all areas of the provision are effectively monitored and targets for improvement identified.

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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 routines in the lounge and kitchen.

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Inspection activities

 The inspector spoke with the childminder and the child at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at relevant documentation, including policies, procedures, children's records and contracts and observation files.

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Information about the setting

The childminder was registered in 2004. She lives with her husband in North Hykeham, Lincolnshire. All areas of the ground floor property are used for childminding and the home is accessible by one step. There is a fully enclosed garden suitable for outdoor play. The childminder has a budgie as a pet.

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Information about the setting

The childminder is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. There is currently one child on roll within the early years age range. The childminder also offers care to children aged over five years up to the age of eight years. The childminder provides care Monday to Friday subject to demand, from 8am to 6pm.

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must:

 develop the educational programmes to ensure the seven areas of learning and development are implemented through planned, purposeful play experiences  develop the process of ongoing assessment to identify each child's level of achievement within the seven areas of learning and use this information to plan future learning experiences for each child.

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

 implement a thorough process of self-evaluation to ensure the careful monitoring and analysis of the whole provision, including the educational programmes, to promote continuous improvement.

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who attend

Children are making satisfactory progress in their development. Although the childminder creates some purposeful learning experiences for children, she has yet to develop her planning, observation and assessment systems to ensure the effective delivery of the educational programmes. Children's learning is promoted well in some areas as the childminder engages in play with them, asking questions to promote their language, communication and thinking skills. The childminder takes the lead from the child, following their interests which allows them to learn through play. However, as planning systems are not in place, the childminder is unable to show how she is effectively promoting each area of learning with all children. Also, although observational records are in place for children, these are not linked to the areas of learning or the age bands for development. Therefore, these do not show children's achievements and progress over time and within all areas.

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who attend

The childminder has a general awareness of children's achievements in some areas of learning as she does refer back to the development matters documentation. However, she is aware that her own systems are not yet robust enough to ensure every child is achieving to their full potential as children's next steps for learning are not fully identified and planned for in all areas. Systems for sharing information with parents about children's achievements and learning are in place, however, at the present time only satisfactory information is being exchanged.

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who attend

Children access a developmentally appropriate range of toys and resources to meet their needs and activities are differentiated to ensure the inclusion of all children. Play experiences are provided, both inside and outside, allowing children to explore and investigate their natural surroundings. Children engage well with the childminder and they are encouraged to play cooperatively with their peers. Constant discussions and questioning of children as they play, enables children to develop their language and communication skills. For example, when playing simple board games, a child confidently explains how to play the game. They then proceed to ask the childminder a range of skilful questions which will help them to identify the childminder's character. During other board games, children's mathematical awareness is promoted. For example, children skilfully recognise the dots on the dice relate to how many spaces they can move and they

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who attend

proceed to correctly count these out as they move their counter. As the children have decided to use two dice, the childminder seizes the opportunity to promote children's calculating skills as she asks if this dice shows three and this one shows one, and how many altogether. Children quickly identify this makes four. The next time children have their turn, they immediately perform their own simple calculations, adding up both of their dice to total seven.

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who attend

Children use pens and paper to make marks and they use their imagination during play. One child explains they are a 'hungry monster' when the child advises the childminder that they are very hungry. Children enjoy reading stories, turning the pages independently as they look through the book. They explore play dough and use construction materials to build and construct with. Trips to local shops and the park provide children with opportunities to find out about their local environment. Children's interest in technology is promoted through a range of electronic toys and resources, including the use of an interactive games console. Older children show skill as they move the controller to guide their character on screen. The childminder recognises the learning potential of electronic resources for developing children's physical and coordination skills. She monitors children's use of these devices to ensure they do not become too dependent at the expense of other

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who attend

resources and outdoor play opportunities.

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

Children show high levels of confidence and are very settled and happy in the childminder's care. They have formed secure attachments with the childminder because she has worked with parents to ascertain clear information about their likes, dislikes and routines. This enables the childminder to help children to settle and feel secure in her home because their care needs are effectively met. Children enjoy having cuddles with the childminder, which further enables them to feel cherished whilst in her care. The childminder acts as a positive role model, valuing and respecting each child. This helps children to learn to respect themselves and their peers. Children's behaviour is good. They respond well to the effective use of praise and encouragement, which promotes their self- esteem. The childminder also discusses children's behaviour with them to help them to learn the difference between right from wrong.

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

Children are confident in recognising and expressing their own needs. For example, children advise the childminder that they need a tissue as their nose is running. Children's awareness of developing a healthy lifestyle is actively promoted through the reinforcement of good health and hygiene routines and eating a balanced diet. For example, the childminder reinforces the importance of putting their hand over their mouth when children cough, to prevent the spread of germs. Children are encouraged to eat healthy or savoury options before sweeter foods and they help to plant and grow vegetables in the garden. This helps to further promote children's awareness of healthy eating. Children access the outdoor environment every day, which enables them to be active and to play in the fresh air.

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

Children's independence is continually promoted by the childminder. They learn how to put their own coats and shoes on and to develop confidence with communication, not only with their peers but with adults too. The childminder helps to develop older children's concentration skills during activities and when it is time for them to move up to school, she discusses the school environment and routine with them. All of this contributes to preparing children for their transition to school.

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provision

Relevant policies, procedures and documents are in place, completed with necessary information and used to safeguard children. For example, the childminder's process of risk assessment, which now includes outings, ensures potential hazards are identified and minimised in all areas. A clear outings procedure is also followed to ensure children's safety is maintained whilst they are away from the childminder's home. The childminder holds a current paediatric first aid certificate and her suitable knowledge of child protection, results in the welfare of children being maintained. The childminder supervises children well and she remains in sole charge of them at all times.

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provision

The childminder works in partnership with parents to ensure children's care needs are fully met. Children clearly benefit because the childminder establishes some effective communication channels with parents to ensure information is continually exchanged. Links with other providers are continuing to develop to aid children's continuity of care and learning.

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provision

Although the childminder is, generally, aware of her strengths and areas for further development, a full process of self-evaluation is not yet in place. The childminder is committed to providing children with a warm and nurturing home, where they have fun in an informal environment. However, a robust system to monitor all areas of her provision, including the educational programmes, has yet to be fully developed and implemented to ensure the clear identification of targets for future development.

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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 EY289382 Local authority Lincolnshire Inspection number 884634 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 1

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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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