Childminder in Lincolnshire

Inspection date

Previous inspection date 16/11/2012 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

 Children make good progress towards the early learning goals because programmes of education are effectively planned to meet their needs and because the quality of teaching is good.  Children have close relationships with the childminder and settle well because the childminder works well with parents and has good 'settling in' policies and procedures.  Children play and learn in a safe, secure and welcoming environment where they choose freely from a varied range of good quality toys, activities and learning resources.  Children's language for communication is very well promoted by the childminder's purposeful discussions and interactions.

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It is not yet outstanding because

 The childminder has not developed a comprehensive self-evaluation that thoroughly reflects upon all aspects of children's welfare and their learning and development, in order to continually plan to improve.

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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 in the kitchen and living room used for play.  The inspector had discussions with the childminder.

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Inspection activities

 The inspector viewed a sample of written policies and procedures, children's records and learning profiles.

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Information about the setting

The childminder registered in 2012. She lives with her husband and two children aged five and four years in the Grange Park area of Northampton. The ground floor of the childminder's home is mainly used for childminding. There is an enclosed garden available for outside play. The childminder takes and collects children to and from local schools and pre-schools. The childminder is registered on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Register. There are currently three children on roll, two of whom are within the early years age range. The childminder visits local pre-school groups and has support from the local authority.

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

 develop a self-evaluation that reflects upon all aspects of children's care and their learning and development.

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who attend

Educational programmes cover all of the seven areas of learning and provide a varied range of interesting activities for children in and out of the home. Children settle quickly in this friendly setting because of the way the childminder works with parents to establish their starting points. She shares good information with parents regarding the prime areas of children's learning in order to plan to include them in the setting by taking into account their home routines. Children make good progress towards the early learning goals because of the way the childminder observes them and assesses their progress. The childminder has a good knowledge of how children learn and the characteristics of effective learning. This means her observations are knowledgeable and used effectively to show where children are at and to plan purposeful activities that take into account the next steps in children's learning. Children enjoy their learning because activities are

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who attend

planned according to their likes and interests.

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who attend

There is a good balance of adult-led and child-initiated play. For example, the well- planned activities are based upon children's next steps but allow them plenty of choice and opportunities to explore and develop their own ideas. This means children develop good skills for their future learning. Children use a variety of tools and materials within creative play. This means that they develop a range of skills and use their imagination to express themselves. Children from an early age start to record marks for a purpose within their play. This encourages their communication for language and their literacy as they have fun. For example, children make pictures and use them to produce a 'letter to Santa'.

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who attend

Ongoing discussions during activities make the most of opportunities for children's learning and continually encourage and reinforce their language for communication and thinking. This is because the childminder understands the importance of guiding and questioning children. She engages them in purposeful discussions to extend their language and vocabulary and to reinforce their understanding. As a result, children show good progress within the developmental bands for their language for communication. Children enjoy games and learning opportunities that challenge and interest them and they show pride in their achievements. They count, look at shape and number as they play and have fun whilst developing their understanding of mathematics. Children enjoy role play and use their imagination and develop their understanding of the world as they act out real life situations.

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

Children are settled in very confident in the setting. They demonstrate this as they become engrossed in activities and chat happily with the childminder as they play. Children have good relationships with the childminder who is very attentive to their needs. Children have familiar routines and talk regularly about their home life. The childminder works closely with parents to understand children's home routines and family backgrounds. This enables her to value children and meet their needs to help them settle within the setting. Children behave well because they are well occupied, stimulated and supported. They learn how to behave responsibly because the childminder provides them with a good role model. For example, she listens to children carefully and uses considerate behaviours and good manners.

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

Good communications with parents on a regular basis effectively promote continuity of children's care. Children gain a good understanding of the need for a healthy diet as they make healthy choices within their meals and snacks. They develop good healthy routines because outdoor play and exercise forms a key part of daily routines. Children develop good self-care skills and independence throughout childminding routines. For example, they learn how to use cutlery and to feed themselves and they learn how to manage buttons and zips so that they can dress themselves.

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

Children regularly meet with other childminders and their minded children and the visit different groups within the community. This offers them good opportunities to socialise out of the setting and to take part in new opportunities to vary their experiences. The childminder works cooperatively with other settings that children attend and shares good information to enable joint planning to support children's individual progress. Children are well prepared to start school because of the way the childminder uses the Early Years Foundation Stage to support her planning to challenge children and to support their individual progress.

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provision

The childminder has clear aims to offer children a quality provision. She works well with parents and observes and assesses children in a knowledgeable and professional manner. This means any difficulties with children's progress may be identified at an early stage in order for the appropriate support to be instigated. Inclusive practice is well promoted by the childminder's clear values and routines that take into account children's needs. The childminder keeps records that are well organised and used effectively to support children's welfare. The childminder organises her home so that it is safe and welcoming to children. She thoroughly risk assesses all aspects of the provision to make sure children are kept safe and well. Children use good quality toys and equipment to support their independent learning and safety. The childminder has a good understanding of the possible indicators of child abuse. She has thorough procedures in place to safeguard the children and to

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provision

refer any concerns she may have about a child. She shares information with parents as to how to make a complaint in order to promote safe and transparent provision for parents and children. She has a good range of health and safety policies and procedures to support the welfare of the children within the setting.

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provision

The childminder works well with other professionals in order to share good practice ideas and ideas for improvement. However, she has yet to devise a system of self-evaluation that looks at all aspects of children's care and their learning and development with the Early Years Foundation Stage. This is to enable her to thoroughly assess her strengths and weaknesses and to plan for improvement.

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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 EY446839 Local authority Northamptonshire Inspection number 800059 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 3

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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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