Childminder in Lincolnshire

Inspection date

Previous inspection date 12/11/2012 06/03/2009

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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 relaxed, happy and secure in the setting as the childminder creates a warm and welcoming feel to the home.  Children behave well as the childminder maintains consistent routines, which children are familiar with. She provides clear messages about what is expected of them and supports them by explaining things in ways they understand.  The childminder understands how to promote children's health. She provides them with regular opportunities for fresh air and exercise and supports them in learning how to care for themselves independently and safely.

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It is not yet good because

 The childminder has begun to familiarise herself with the revised Statutory Framework for the Early Years Foundation Stage, but her knowledge of the prime and specific areas of learning and how to observe, assess and track children's progress, is insufficient to ensure all children make good progress from their starting points.  Self-evaluation does not demonstrate the strengths and weaknesses of the setting and raise clear targets for ongoing improvement.

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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 had a tour of the premises.  The inspector observed children in the playroom.  A selection of policies and procedures were sampled.  Children's observation and assessment records were inspected.  The views of parents were sought through feedback forms.

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Information about the setting

The childminder was registered in 1986. She lives with her husband in a modern detached house situated at the end of a quiet cul-de-sac on a residential estate within walking distance of Sleaford town centre. Minded children have access to all ground floor areas, with toilet and sleeping facilities available on the first floor. There is a fully enclosed rear garden available for outside play. The house is accessed at ground level and there is parking available for parents. The childminder has completed basic training, including first aid and child protection. She attends a local toddler group and Children's Centre. She visits the local shops and park on a regular basis and collects children from the local schools and pre-schools. The childminder is a member of the National Childminding Association and receives support from the local authority. The childminder is registered on the Early Years Register and the

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Information about the setting

compulsory and voluntary part of the Childcare Register. There are currently two children on roll in the early years age group and they attend for a variety of sessions. The childminder is open all year round from 7.30am to 6pm every Monday to Friday, except for family holidays.

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must:

 demonstrate how you will expand your knowledge and understanding of the areas of learning; to improve observation, assessment and planning to accurately identify next steps in children's learning; to ensure that planned activities are purposeful and help all children to make the best progress they can from their starting points.

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

 improve self-evaluation by reflecting more accurately on the strengths and weaknesses of the setting and by raising clear targets for ongoing improvement that are prioritised effectively.

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who attend

The childminder provides children with an appropriate balance of planned activities and child-led learning, which they enjoy. Very young children develop their physical and communication skills by completing inset puzzles about farms. They listen well and show their understanding of words when the childminder asks them to find specific animals. They make the sound of the animals and attempt to say the name of the animal. Children recognise the correct shape in the inset puzzle and do their best to guide the jigsaw piece into the space. The childminder supports them well by giving them time to try before she helps them to guide it into place. They enjoy chalking on the blackboard and making circles as they copy the childminder, saying 'round and round' as they do it. Children show their understanding of language and simple mathematical concepts when asked to try up and down lines. Children immediately point up to the ceiling as the word 'up' is

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who attend

understood. When a piece of jigsaw appears to be missing the children lift up the jigsaw board and know to look underneath it. The childminder takes account of children's interests. For example, some children like playing with the baby dolls and the childminder makes sure there are a variety of these available to choose from. The childminder uses a running commentary when the children are playing to talk about what is taking place and to help develop children's speaking and listening skills.

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who attend

The childminder makes observations of the children but she is not yet linking these to the new areas of learning. Her knowledge of the seven areas of learning is basic and children's developmental age bands are not used to assess and to track their progress. She has yet to develop a consistent method of observing children and of planning appropriate levels of challenge around their next steps. This means their learning may not be as effective as possible. Children display characteristics of effective learning as they engage in playing and exploring. For instance, children have a strong exploratory impulse and show curiosity and confidence in their play. They 'Have a go' with things and are not afraid to try and to persevere, for example, they try very hard to get the pieces of the puzzle to fit in the shape. Children work comfortably within their age and stage of development, but it is unclear that they are making the best possible progress. The childminder creates positive

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who attend

relationships with parents, who comment kindly about her care in questionnaires. Parent's contribution to their children's starting points on entry are used well by the childminder to help settle children when they first start. She sets time aside each day to talk to parents and to listen to any information they give to her about their child. Parents have access to observations the childminder makes of their child and can see photographs of them enjoying lovely gardening activities. For example, watering, digging and harvesting tomatoes and potatoes that they grow.

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

The childminder has a warm and caring manner and, subsequently, the children feel safe and secure. Children who have only been with the childminder for a short time display secure attachments and a sense of belonging. The childminder offers lots of positive encouragement, praise and support. Children are happy to engage with the childminder and to make their own choices from the resources available. They are confident to explore their environment and show curiosity about visitors to the setting. The childminder encourages the children to respect and tolerate each other by acting as a good role model and offering clear boundaries and expectations, for example, she discourages play fighting and tells children that 'We don't do that'. She makes good use of distraction techniques and engages children in something positive, which avoids unwanted behaviour.

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

The childminder uses routine opportunities to reinforce children's understanding of safety. For example, she promotes their awareness of road safety when out walking and she practises emergency evacuations in the home. Children gain an understanding of the benefits of physical exercise as they walk to other settings, visit the park and go to feed the ducks. They talk about their environment and what is happening around them. For example, as they see a police car with flashing lights and when they have to wait safely at the train barrier until the train had gone. Children are helped in managing their own personal needs as the childminder supports them in washing their hands before snack. Children learn very well as she uses a bowl with water, liquid soap and towels for all children, regardless of how young, so they learn the process and develop the skills needed. Children gain an understanding of a healthy diet as parents send healthy options

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

from home that reflects the childminder's healthy eating policy. They enjoy light snacks to supplement their main meals and they have plenty to drink. The childminder provides good physical and emotional support for children in her care which prepares them for the next stage in their learning. They attend sessions at the local toddler group and Children's Centre and learn to socialise with a wider range of children and different adults, knowing that she is close by at all times. This helps children to become increasingly secure with the separation process and to develop confidence for when they move on to other settings and eventually to school.

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provision

The childminder has a basic knowledge of the areas of learning, but she has good experience of what children like to do. She uses her experience well to provide them with enjoyable resources and activities. However, she does not recognise why she does things and what she needs to do next to ensure individual children are provided with the correct level of challenge and support. She has attended training about the revised Statutory Framework for the Early Years Foundation Stage, but has not applied this well enough in order to fully promote the seven areas of learning. Therefore, monitoring of the educational programmes and how to support children's progress towards the early learning goals, is only beginning to develop.

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provision

The childminder has a solid knowledge of how to safeguard the children in her care and she understands what to do if she is worried about a child. The childminder has completed a safeguarding course and a relevant paediatric first aid course. There is a good selection of policies and procedures in place that underpin the reliable running of the practice. Risk assessments are carried out and regularly reviewed, especially when new children start at the setting. For example, the childminder assesses whether it is necessary to use a safety gate in her setting and she consults with parents to seek their views.

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provision

Self-evaluation is in place, but this does not inform the childminder's priorities. She does not accurately reflect on the strengths and weaknesses of the setting and where, how, and when she could make improvements. Therefore, targets for improvement are not raised and her future plans are unclear. She values the input from parents and children and provides parents with a questionnaire to complete about the quality of her service. Parents comment favourably and feel that they are well informed and are happy with the way their child has settled and the care they receive. The childminder is aware of her duty to liaise with other agencies and shared carers in order to secure and support children's needs when relevant to the children in her care.

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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 209102 Local authority Lincolnshire Inspection number 818098 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 2

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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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