Childminder in Lincolnshire

Inspection date

Previous inspection date 09/11/2012 Not Applicable

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early years provision

This inspection: 3 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 3

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This provision is satisfactory

 Children happily engage in an interesting range of hands on play experiences, which promote all areas of learning. The childminder is a skilled practitioner who makes experiences purposeful as she continually chats and asks questions as children play.  The childminder works with parents to ensure clear information is ascertained from the outset. She then uses this to ensure children settle and feel secure in her provision.  Children are respected and valued in line with their backgrounds and beliefs. The childminder uses clear systems to support children with English as an additional language, which ensures the development of their communication skills.

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It is not yet good because

 The childminder has yet to complete a Local Authority approved childminding training course to fully meet requirements.  The childminder has yet to further develop systems to monitor the educational provision.  A robust system of self-evaluation, which includes the views of all users, is not fully in place to ensure continuous improvements are made in all areas.

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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 children's play within the ground floor rooms and looked at the first floor room used for sleeping.

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Inspection activities

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

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Inspection activities

 The inspector looked at relevant documentation, including planning, observational assessments and a range of policies.

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Information about the setting

The childminder was registered in 2012. She lives with her partner and two other adults in Lincoln, Lincolnshire. The ground floor of the childminder's house is used for childminding purposes, with sleeping facilities located on the first floor. The childminder takes children to the local park to access outdoor play. The home is accessible via several steps.

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Information about the setting

The childminder provides care Mondays to Friday all year round from 7.30am to 6pm. She is registered on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register. There are currently six children on roll within the early years age range.

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must:

 complete a Local Authority approved childminder training course.

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

 develop further the educational monitoring systems to ensure assessments display an accurate understanding of all children's skills, abilities and progress; and ensure when next steps for individual children's development are identified these are more clearly linked to planning

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

 develop further the process of a robust system of self-evaluation to involve the views of all users to continually identify strengths and targets for development.

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who attend

Children are making progress from their unique starting points. Clear information is established on children's likes, dislikes, individual needs and interest, which the childminder then builds on. Activities are planned in line with children's interests and developmental needs and linked to the areas of learning. This ensures that the seven areas of learning are delivered through interesting, hands-on learning experiences. For example, the childminder provides a water activity as she knows the child likes water play. The child has lots of fun splashing in the water and the childminder promotes the child's language skills through using key words during the activity which the child repeats. The child's interest and engagement is further promoted when the childminder adds paint to the water and encourages them to use a straw to blow more bubbles. The childminder then skilfully promotes the child's awareness of numbers as she asks the child to identify a

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who attend

range of foam numbers. The child successfully names most numbers from zero to nine and then enjoys playing with them in the water. Through the skilful engagement of the childminder, the activity is made purposeful and promotes several different areas of learning for the child.

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who attend

The childminder uses ongoing observational assessments to assess children's progress and to identify and plan for their next steps for learning. Younger children are provided with more child-initiated play experiences to meet their developmental needs. Whereas, when children get older the range of adult-led activities increases, as does the promotion of their independence and self-care skills. This helps to prepare them for starting school. The childminder naturally chats to children and questions them as they play, which promotes their language skills and challenges them. For example, when preparing a snack the childminder constantly chats to the child present, explaining what she is doing and asking what they would like for their snack. This simple, yet effective approach, promotes children's communication, listening and language skills. It also allows them to begin to make independent choices.

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who attend

The learning environment is well set out to provide children with access to a good range of developmentally appropriate activities and resources. For example, books are displayed for children to see and access and crayons and paper are provided so they can draw and make marks. Children of all ages enjoy looking through books and carefully turn the pages as they examine the pictures. Children's awareness of numbers and letters is promoted through the use of educational posters which the childminder displays around her home. This creates an environment which is conducive to learning. Children also have access to a role play area and pretend tea set. They enjoy playing and making pretend cups of tea for the childminder as they explore and develop their imagination.

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who attend

Babies and toddlers problem solving skills are promoted through the use of shape sorters and during daily play opportunities. For example, when playing with a ball which rolls under a chair, the toddler understands that the item is still there although it is out of sight as they go and search for it. Babies' and toddler's basic understanding of counting is incorporated into their play. For example, as a toddler builds with the stacking cups the childminder counts in both English and the child's home language, which develops their interest and use of numbers in simple play activities. Children's physical skills are promoted when they dance inside and when they go to the park and access a range of physical play resources. Their creative and sensory skills are promoted as they explore play dough and leaves, touching and feeling the different textures. Babies also enjoy playing with rattles and shaking paper and listening to the different sounds they can

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who attend

make. The interesting range of hands-on play experiences means all children make progress across the seven areas of learning.

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

Children relate well to the childminder in her warm and welcoming home. New children quickly settle and show security in her care because key information is ascertained and continually shared with parents. Each child is valued and their individual needs met because partnership working with parents is good and links with other agencies and professionals are continuing to develop. Children with special educational needs and/or disabilities, and children with English as an additional language, are fully integrated into the provision through the childminder's inclusive approach.

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

Children form secure emotional attachments, which allows them to express their needs and explore their environment. Babies turn to the childminder for support and comfort when tired and she provides them with lots of cuddles to meet their needs and to ensure they feel safe and secure. Older children are beginning to recognise their own personal hygiene needs, with the childminder offering support and assistance where needed, whilst also encouraging and promoting their independence and self-care skills. Children are encouraged to make their own decisions as they are provided with healthy options to choose from at snack time. Children are also encouraged to pour their own drinks, which helps them to become independent. Healthy eating is actively promoted, as are regular opportunities to play outside, which encourages children to make healthy choices.

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

Children's good behaviour is skilfully promoted through the childminder's effective use of positive discipline. The childminder works closely with children who display challenging behaviour, setting clear, consistent ground rules for all children to learn to respect. These rules are calmly and effectively reinforced so that children learn and begin to understand how to behave and why some behaviour is not acceptable. Children's social skills are promoted as they are encouraged to play cooperatively with their peers. This creates an environment where children learn to play and explore safely. It also contributes to children learning the skills needed for their transition to school.

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provision

Although the childminder is, mainly, well organised and committed to providing a quality provision, she has yet to further develop her monitoring systems. For example, planning and assessments have yet to be further monitored to ensure they are consistent and show an accurate record of all children's achievements. This will help the childminder to ensure every child is achieving to their full potential. Also, although the childminder is identifying children's next steps for learning and development, these are not always clearly monitored and effectively linked to planning. The childminder has a general overview of her provision and shows awareness of her strengths and some areas for future development. However, a robust system of self-evaluation, to include the views of all users, has yet to be undertaken to fully ensure continuous improvements are made in all areas.

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provision

The childminder has completed a paediatric first aid certificate to ensure children's health and safety is maintained. However, due to unforeseen circumstances she has been unable to complete a Local Authority approved childminder training course to fully meet requirements. As the childminder has relevant experience of working in other early years settings, the impact of this on children's care, learning and development is actually minimal.

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provision

The childminder has developed a suitable range of policies and procedures to ensure children are safeguarded and their well-being maintained. For example, children are constantly supervised and steps are taken to ensure potential hazards are identified and minimised through clear risk assessment procedures. The home is securely maintained and organised well to provide space for children to play, rest and sleep when needed. The childminder also has a sound knowledge of child protection procedures, which further protects children from potential harm. Partnership working with other providers, services and agencies is continually developing to ensure an integrated approach to children's care and learning is promoted. The childminder works well with parents to ensure children's individual needs are met. Children clearly benefit because the childminder establishes good communication channels with parents. This ensures information is continually exchanged about children's daily care

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provision

routines and ongoing progress and 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 EY444113 Local authority Lincolnshire Inspection number 801221 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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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

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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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