Childminder, Out-of school day care in Lincolnshire

Inspection date

Previous inspection date 07/02/2013 21/09/2009

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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 feel happy, settled and secure in the childminder's care. This is because she works in partnership working with parents, gathering and exchanging some clear information to ensure children's individual care needs are effectively met.  Children feel healthy and safe as they are cared for in a secure home where they are encouraged to be active and to eat healthily. Their awareness of health and safety is effectively promoted, which helps children to make healthy lifestyle choices and to play safely.

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It is not yet good because

 The childminder has yet to fully develop her use of planning, observation and assessment to underpin the more effective monitoring and promotion of all children's ongoing development.  The childminder has yet to develop her knowledge and a clearer process for implementing the progress check at age two, to ensure more accurate information is shared with parents so that everyone can work more effectively together to support children's progress.  A robust system of self-evaluation, which seeks the views of all users and covers all areas, is not yet in place to fully ensure children benefit from improved care and learning experiences.

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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 ground floor rooms.

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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, contracts and observations.

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Inspection activities

 The inspector took account of the views of parents through a written reference letter.

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Information about the setting

The childminder was registered in 2005 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged 14 and seven years in Heighington, Lincoln in Lincolnshire. The whole of the ground floor and the rear garden are used for childminding. Bathroom and sleeping facilities are located on the first floor. The family has a tank of fish, a cat, a snake, rabbits and a tortoise as pets.

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Information about the setting

There are currently 12 children on roll, five of whom are within the early years age group. The childminder operates all year round from 7.30am to 6.30pm, Monday to Friday, except for family holidays.

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must:

 make systematic observations of children's learning and assess their progress across the seven areas of learning in relation to their age and stage of development and use this information to plan the next steps for each child  develop knowledge and a clear process for implementing the progress check at age two and provide parents and/or carers with a short written summary of their child's development in the three prime areas.

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

 strengthen the self-evaluation process, to include the views of parents and children and to identify strengths and areas for development. Devise a successful improvement plan to overcome weaknesses that have been highlighted as a result of the process and secure continuous improvement that supports children's achievements over time.

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who attend

The childminder has a generally satisfactory knowledge and understanding of the Statutory Framework for the Early Years Foundation Stage. Children are happy and they enjoy playing with a good range of developmentally appropriate toys and resources which support their learning across the prime and specific areas. They are supported in their play as the childminder is appropriately aware of the skills promoted during different activities. This enables the childminder to engage in children's play, creating some purposeful learning experiences for each child. The childminder has a general overview of children's achievements as she refers back to the guidance document, Development Matters in the Early Years Foundation Stage. However, she is aware that her own systems are not yet robust enough to fully ensure that every child is making the best possible progress towards the early learning goals. This is because observations and assessments are in the

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who attend

early stages of development. They have yet to be fully linked to the areas of learning and the age bands for development to accurately show children's progress within in all areas of learning. They has also yet to be used to identify and plan for children's next steps to ensure every child is continually challenged. The childminder has an awareness of the progress check at age two. However, the current process for this check does not fully provide parents with enough information about their child's specific progress within the prime areas. This minimises opportunities for everyone to work together to support the child's ongoing development.

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who attend

Children's language and communication skills are developing well as the childminder continually chats to them as they play. When playing with resources, the childminder continually uses words and talk to describe what children are playing with. This helps children, especially younger children, develop their understanding and use of language. For example, when a child explores the play food box, the childminder names the fruit or vegetable that the child is holding and she encourages them to repeat the word back to her. Children develop their creativity and mark making skills as they use a magnetic drawing board. They use the stampers to make patterns on the board and when using the pencil they advise the childminder that they have drawn a rabbit. The childminder repeats the word back to the child and then puts it into a sentence to encourage children's continuing language development.

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who attend

Play experiences are provided both inside and outside, allowing children to explore and investigate their surroundings. Children go for lots of walks, observing and learning about their natural environment. For example, children are each given a card with a picture of a specific bug, flower or tree on. When they go on walks, they are encouraged to look out and find the real thing. This helps children to become more observant of their surroundings. Younger children enjoy playing with cause and effect toys. For example, a child pushes four pieces together to form a circle, knowing that this will cause the toy to pop-up. As they do this the childminder counts the pieces with the child to introduce them to numbers and counting. Older children develop their use of imagination when playing with bricks. They fit the bricks together as they design and create a range of houses.

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

Children relate well to the childminder, showing confidence and security in their surroundings. They form secure emotional attachments to the childminder because she works with parents, gathering clear information about children's specific needs and routines. This enables the childminder to help children to settle into her home and it also ensures that each child is fully respected in line with their backgrounds and beliefs. Children are developing independence as they actively select their own toys and resources to play with. They use the childminder as a secure base from which to explore, returning to her when they feel unsure or when presented with unfamiliar situations. The childminder gives them a reassuring hug, which helps them to feel secure and to go off and play again.

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

Children's awareness of developing a healthy lifestyle is actively promoted. They are provided with healthy, nutritious meals and snacks, which encourages them to make healthy lifestyle choices. Children access the outdoor environment every day, developing their physical skills as they play in the fresh air. They learn independence with their health and self-care skills and use individual hand towels to dry their hands to minimise the risk of cross infection. Discussions about how exercise is good for them and the importance of brushing their teeth, also promotes children's awareness of being healthy. Children learn to play safe during regular events and daily play opportunities. For example, the childminder pretends a plate of food, which a child takes out of the toy microwave, is hot. The childminder demonstrates how to blow on the food to cool it down, helping children to learn how to carefully handle hot food.

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

Children respond well to the effective use of praise and encouragement, which promotes their good behaviour. They are encouraged to socialise with their peers and with the childminder. As they grow and develop, they learn to play cooperatively with other children as they engage in play together. The childminder helps children to be independent and she develops their confidence to ensure they are emotionally ready for school. When younger children go on the school run with older school age children, the childminder introduces them to the idea that they will soon start school during simple discussions. She also takes younger children to watch older children in their school performances. This enables children to become familiar with the school environment, supporting their transition to school.

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

Parents speak highly of the childminder, stating her provision comes recommended by other parents and children who have previously used her services. They also confirm that the childminder provides a caring home where children learn to respect clear boundaries. One parent states they have, 'piece of mind knowing that their children are well cared for'.

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provision

The childminder implements her clear policies and procedures to meet the welfare and safeguarding requirements of the Early Years Foundation Stage. All relevant documents like childcare enrolment forms, accident records and signed parental permission slips are in place, completed with necessary information and appropriately used to protect children's well-being. Children's welfare is protected because the childminder remains in sole charge of the children at all times. She supervises children well and holds a current paediatric first aid certificate to ensure their health and safety is maintained. Children are further protected through the childminder's secure knowledge of child protection procedures. Risk assessments are also conducted to ensure areas used by children are safe and suitable. The childminder follows clear outings procedures, which includes children wearing high visibility vests. This ensures children remain safe when they are

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provision

The childminder works in partnership with parents to ensure children's care needs are fully met. Parents are kept well informed of their children's daily care routines and some information is relayed on their progress. Links with other providers are in place, resulting in appropriate information being exchanged. This ensures children appropriately benefit from continuity of care and learning. The childminder is committed to providing children with a warm and nurturing home, where they are well cared for and appropriately learn through play. However, although she is generally aware of her strengths and areas for further development, children have yet to benefit from improved practice in all areas. This is because a robust system of self-evaluation, which actively seeks the views of parents and also fully monitors the educational programmes, is not yet in place. Therefore, actions have yet to be taken to fully secure future improvements in all areas.

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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 EY283241 Local authority Lincolnshire Inspection number 819999 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 12

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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. 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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