Childminder in Lincolnshire

Inspection date

Previous inspection date 17/09/2012 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable 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

 The childminder has a good awareness about how young children learn, which ensures that each child makes good progress and are well prepared for the next step in their learning journey.  Children have developed a warm rapport with the childminder in a very short space of time. As a result, they display high levels of confidence and demonstrate that they feel very safe and secure in her care.  Activities and resources are well laid out across the ground floor, encouraging very young children to make independent decisions about their play, to move freely around and at the same time, to develop key physical skills.  Effective systems have been established for gathering information about what children know and can do, the next steps in their learning and how these will be planned for.

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It is not yet outstanding because

 Parents have too few opportunities to contribute what they know about their children to help further enhance the childminder's assessment procedures.

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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 taking place in the lounge and kitchen/diner.

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Inspection activities

 The inspector looked at children's observation and assessment records, a selection of policies and other documentation, records of risk assessment and children's records.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the observations.

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Information about the setting

The childminder was registered in 2012. She lives with her husband and child aged one year in a village just outside Peterborough, Cambridgeshire. The ground floor of the childminder's house is used for childminding and there is a fully enclosed garden for outside play. The house is within walking distance of local amenities, such as, schools, the library, shops and parks. The family has one cat.

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Information about the setting

The childminder is registered on the Early Years Register as well as the compulsory and voluntary parts of the Childcare Register. The childminder currently has one child on roll, who is within the early years age range. She is open all year round from 8am to 6pm Monday to Friday, except for family holidays agreed in advance. The childminder is a member of the National Childminding Association (NCMA).

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

 develop further opportunities for parents to contribute towards their child's learning and development record, this relates to children's starting points at the beginning of care as well as on an on-going basis.

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who attend

The childminder demonstrates a clear understanding about how young children learn. For example, she gives them time to freely explore the textures of new materials, such as rice, before helping them to create shakers. The childminder then links this interest and aspect of learning to other activities. For example, she encourages young children to enjoy feeling the textured pictures in books. She also uses this opportunity to label the textures, introducing new words, such as 'bobbly' and 'fluffy' to further promote children's communication and language development. Given the short amount of time the childminder has been childminding, she has put in place clear systems to evidence children's learning and next steps and how these will be incorporated into planned activities. She intends to use a 'learning tree' to summarise children's progress across each of the seven areas of learning and will use this as the basis for the two-year-old check

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who attend

when applicable. The childminder has explained the Early Years Foundation Stage to parents and ensures that they are kept up-to-date about their children's learning and development. However, there is less evidence of parental contributions with regards to information about children's starting points on entry or to children's assessment records on an on-going basis, to ensure a holistic approach towards assessing their progress.

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who attend

Young children are making good progress in their understanding of language, for example, when asked simple questions, such as 'where is the ball?', they look across to the ball, which is appropriate for their age and stage of development. They enjoy problem solving activities, such as learning how to activate pop-up toys. They are curious as to where each of the toy animals are hidden, before realising that they need to press the button or turn the dial to pop the animal up. This activity is well supported by the childminder, who models the actions necessary but allows children the time to investigate and try for themselves. She gives children praise for their achievements and support when the actions challenge them. Children socialise with others at different activities organised in the local community, such as 'rhyme time' at the library and enjoy visiting other childminder's houses to play with their peers. Young children respond to music and sound as they

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who attend

repeatedly press buttons on musical toys and wiggle their bodies, or engage in action songs with the childminder.

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who attend

Children enjoy a well-resourced environment, which is well-laid out across the ground floor with patio doors able to be opened to enable them to make independent choices about their play. Very young children display much confidence in their growing physical abilities because there is room for them to freely move around and lots of low-level furniture and play equipment for them to pull themselves up on.

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

Warm rapports have very quickly developed between the childminder, her family and minded children. This gives children the confidence and sense of security vital in helping them make the most of the activities and experiences on offer, as well as a firm foundation to build on when they enter the next step in their learning journey, such as school or another early years setting. Children's individual routines are fully respected and they are able to sleep when they wish, for example, comfortably falling asleep in the childminder's arms during the inspection. This demonstrates that they feel safe and secure in her care. Children behave well; they are calm and settled. This is in response to the relaxed, friendly environment created by the childminder and the good levels of care, attention and interaction. Young children are beginning to learn about their own safety as they are reminded that musical instruments, such as bells, should not go in their mouth

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

and safety messages are reinforced in an age-appropriate way. Routines for nappy changing and ensuring that the pet cat does not come into the house when children are present, help to reduce the risk of cross-contamination. The childminder works closely with parents to ensure that young children enjoy a balanced and healthy range of meals and snacks, prepared appropriately for their age and stage of development. When children are taking medication, for example, for teething, the childminder ensures that the necessary details and written permissions are requested from parents before it is administered. This appropriately safeguards children.

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provision

The childminder is committed to providing long-term care for children, so that she can offer them a consistent, familiar and good quality pre-school experience from a young age right through until they go to school. The childminder demonstrates a firm ability to be able to evaluate her provision, having worked hard to develop a good standard of care in the short space of time since registration. She identifies aspects she wishes to further develop and has clear plans in place about how she intends to develop them. The childminder has developed useful and effective systems to observe, assess and plan for children's future learning needs. Although, these are in their infancy, the childminder has many ideas and documents that she intends to use to further expand them. All mandatory training has been completed and the childminder is booked on many more courses in the near future and into next year. This shows a commitment towards developing ideas within

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provision

the provision as well as developing her own knowledge and skills and therefore, further improving outcomes for children. Partnerships with parents are good. The childminder takes time to reassure them that their children are settled, especially when they are new to her care. She fully understands the importance of sharing information between settings when children attend more than one provision, so as to ensure continuity.

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provision

The childminder has a clear understanding about meeting all of the safeguarding and welfare requirements. She is clear about the procedures to follow should she have any concerns about a child in her care, in order that they are protected from harm. Children's safety has been given good consideration, especially as they become more and more mobile. For example, corner protectors have been placed on low-level furniture and a stair gate erected across the bottom of the stairs, in order to prevent accidents.

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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 EY444251 Local authority Peterborough Inspection number 788963 Type of provision Childminder Registration category Childminder Age range of children 2 - 5 Total number of places 5 Number of children on roll 1

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Name of provider

Date of previous inspection Not applicable

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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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