Lynam, Christine

Inspection date

Previous inspection date 31/01/2013 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 Children settle well and feel safe and secure because the childminder fosters warm relationships with them.  The childminder creates a friendly environment with a suitable variety of toys. As a result, they make steady progress in their development.  Children's individual needs are soundly met as the childminder knows them well and actively responds to their individual personalities and development.

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It is not yet good because

 Children do not make the best possible progress across all of the areas of their development. The childminder is less knowledgeable about linking children's progress to the areas of learning. Therefore, observations and assessments of children's learning to identify any emerging gaps in children's development are less effective.  Children's full potential to learn is less supported as the childminder does not engage all parents to become involved in their children's learning to support their learning at home.  Children's self-awareness is not extended as they have limited experience of activities that enable them to understand and respect their own needs, views, cultures and beliefs and those of other people.  Children's learning potential is influenced as the childminder has only recently started to evaluate her practice. As yet she does not fully monitor or evaluate activities.

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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 between the childminder and cared for children. The inspector supplemented all observations with pertinent questions.

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Inspection activities

 Detailed discussions were held with the childminder about how she meets children's development and care needs and how she works with parents.

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Inspection activities

 The inspector looked at the children's development records and examined the childminder's policies and procedures.

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Information about the setting

The childminder was registered in 2011 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and adult child in a house in Clay Cross in North Derbyshire. The whole of the ground floor and the rear garden are used for childminding. The family has a dog and two cats as pets. The childminder attends activities and outings in the local area. She visits the shops and park on a regular basis. There are currently five children on roll, two of whom are in the early years age group. They all attend for a variety of sessions. She operates all year round from 7am to 6pm, except bank holidays and family holidays. The childminder will work flexible hours at parents request.

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must:

 develop the quality of educational programmes for children in all areas of learning and development by: developing knowledge and understanding of the learning and development requirements; using robust observation and assessment of children's learning to identify emerging gaps  develop different strategies to encourage all parents to become involved in their children learning and support learning at home.

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

 extend opportunities for children to experience activities that enable them to understand and respect their own needs, views, cultures and beliefs and those of other people

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

 extend self-evaluation and reflection of practice to enhance the quality of teaching.

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who attend

Children develop a generally positive attitude to learning because activities and experiences are based on their interests and are achievable. A sound knowledge of each child allows the childminder to plan for different abilities and preferences. Activities are appropriately well supported by the childminder as she has a clear understanding of how to promote children's learning and development. She uses children's interests to promote their learning. For example, their interest in cars is used to encourage them to construct bridges from building blocks, therefore, supporting children's construction and counting skills. However, generally children's learning is less extended as the childminder provides fewer opportunities for the children to try new and different experiences and activities.

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who attend

Children's assessment records are overall effectively used to plan activities to enhance their learning and development and identify their next steps. However, children's learning is not supported to it's full potential as the childminder is less knowledgeable about linking their progress to the areas of learning. Therefore, observations and assessments of children's learning to identify any emerging gaps in children's development are less effective.

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who attend

Children's language and communication skills are suitably extended through regular and routine conversations and during activities. Their learning is appropriately enhanced as they talk about colours, numbers and shapes on outings and during activities in the home. For example, children consider the colours of cars and talk about the trees on walks. They routinely count during activities, such as when completing jigsaws and looking at books.

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who attend

Children's creativity is suitably well-developed as they enjoy painting and craft resources in the home and at children's groups. Early writing skills are promoted soundly as children have access to resources daily. They are enabled to use their imaginations satisfactorily as they use a range of small world and imaginative resources. For instance, there is, a well- resourced dolls house and dressing-up activities. In addition, children are learning about nature as they pick up leaves and inspect them on walks. They explore the snow as the childminder encourages the children to feel the texture by crushing snowballs.

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who attend

Children's development is broadly supported as the childminder appropriately shares and involves most parents in their learning. However, the childminder generally, has not considered alternative ways of involving the parents she has less contact with. Therefore, there are lost opportunities to support children's progress.

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

Children feel secure with the childminder who is warm and caring with them. She knows the children well and her knowledge of their needs is very clear. Children are learning about what is acceptable behaviour as they respond to the childminder's consistent house rules. They are starting to take turns and care for each other appropriately during games and activities. Children's self-esteem is supported as the childminder uses lots of praise and encouragement. However, children have few opportunities to experience activities that enable them to understand and respect their own needs, views, cultures and beliefs and those of other people. As a result, their self-awareness and understanding about others is limited.

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

The childminder contributes to children's understanding about keeping themselves safe as they are involved in fire evacuation practises. The childminder is vigilant to make sure they are safe in the home and on outings. Children are encouraged to develop healthy lifestyles with a good focus on outdoor activities and play with regular trips to the park, walks and activity centres. They learn about food as they visit the shops. Self-care is promoted as the childminder supports the children to practice good personal hygiene routines.

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

The childminder's regular outings into the community and her promotion of children self- choice encourages them to develop confidence. All of which helps them to prepare for the next step in their life, such as starting nursery and school. Partnerships with parents are suitably effective as the sharing of relevant information and children's routines make sure children's individual welfare needs are met.

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provision

The childminder's knowledge of the safeguarding and welfare requirements is strong and children's safety is promoted well. However, she is less secure in her understanding of the learning and development requirements particularly in accurately assessing children's progress. To enhance children's experience the childminder is committed to the continual improvement of her own skills and the development of her provision. Self-evaluation is in its infancy as the childminder does not yet monitor and evaluate the activities she provides. Therefore, there are weaknesses in the quality of teaching and children do not make the best possible progress in their learning. Their well-being is suitably assured as the childminder has completed all required training. She is receiving support from the local authority to continue her professional development.

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provision

Children's well-being is assured as the childminder has a generally good knowledge of the safeguarding procedures and what to do if she has any concerns about them. Children are protected as the childminder is clear about her responsibilities. She has sound systems that ensure they are collected by a known adult and remain safe inside and outside of the home.

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provision

Children's benefit from the established friendly relationships the childminder has with parents. Daily discussions with parents are supported by the childminder gaining useful information about the children, including care needs and starting points. Parents also have access to a diary and children's development records make sure children's needs are met. All required documents are in place and a range of written policies ensure parents are well-informed and support children's welfare. However, the joint sharing of children's learning is less effective.

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provision

Currently, no children attend any other settings. Although the childminder does demonstrates through discussion, appropriately good knowledge and understanding of the importance of establishing a joint sharing of information to ensure consistency and continuity of children's learning.

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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 EY429670 Local authority Derbyshire Inspection number 903026 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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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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