Childminder in North East Lincolnshire

Inspection date

Previous inspection date 14/02/2013 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 happily engage in an interesting range of indoor and outdoor play experiences, which are planned around their specific needs and interests. This results in children being stimulated as they learn through play.  The childminder actively engages in children's play, promoting their investigation, exploration and communication skills.  Children are respected and valued because the childminder develops effective communication channels with parents, carers and other providers. This helps to promote consistency for each child because everyone works together to meet their needs and to promote their development.  The childminder effectively monitors and evaluates her provision and proactively seeks support and guidance from more experienced childminders. This helps her to drive and secure future improvements in all areas, resulting in children continually benefitting from good standards of care and learning.

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It is not yet outstanding because

 The childminder has yet to extend her already good assessments to further enhance learning experiences, to enable children to make more rapid progress in their development. This is with regard to ensuring assessment is precise, sharply focused and used more accurately to monitor children's progress 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.

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Inspection activities

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

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Inspection activities

 The inspector looked at relevant documentation including planning, observation and assessment records and the childminder's self-evaluation.

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Inspection activities

 The inspector took account of the views of parents and carers through written reference letters and information included in the self-evaluation.

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Information about the setting

The childminder was registered in 2012 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and one child aged one in Grimsby, Lincolnshire. The whole of the ground floor and the rear garden are used for childminding. The family has a dog. The childminder attends a toddler group and activities at the local children's centre. She visits the library and park on a regular basis. She collects children from the local schools and pre-schools. There are currently six children on roll, five of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 8am to 7pm, Monday to Friday, except bank holidays and family holidays.

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

 refine assessments so that they are more precise, sharply focused and accurately monitored to help children to make more rapid progress in their development.

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who attend

Children are making good progress from their unique starting points. This is because the childminder builds on children's current interests and developmental needs, enabling each child to move forward and make progress. Children have lots of fun as they take part in a wide range of hands-on learning experiences, delivered through indoor and outdoor play opportunities. The childminder continually talks to children as they play, discussing, describing and asking questions. This not only promotes younger children's language and communication, but also extends children's communication skills as they grow and develop. For example, the childminder reinforces key words with younger children and continually describes what she or the children are doing. This helps children as they begin to talk and say initial words. Older children confidently hold conversations with the childminder, chatting to her as they play. The childminder incorporates lots of questions

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who attend

into these discussions, extending children's language skills and encouraging them to become critical thinkers. Children enjoy listening to stories read aloud by the childminder. Their interest in books is further promoted whey they attend the library for their story time session. They also like to choose their own range of books, which they bring back to the childminder's home to freely look at.

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who attend

Regular outings provide children with new and interesting experiences. For example, children's investigation and exploration skills are skilfully promoted when they visit the living library wall. On one side of the wall children are visually stimulated as they look at paintings. On the other side they use their senses as they touch and smell a range of natural flowers and plants. Trips to the park provide children with good opportunities to develop their physical skills. Ongoing observational assessments monitor children's progress and identify their next steps for learning. Observations are linked to the areas and age bands for development, assessing the progress children make from their starting points. However, assessment has yet to be more precise, sharply focused and accurately monitored to further enhance children's already good play experiences within all areas of learning. Learning files are shared with parents and regular progress reports ensure they

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who attend

are kept well-informed of their children's ongoing development. This enables parents to continue to promote their children's learning at home.

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who attend

The childminder skilfully spends time with each child, following their interests and planning activities around their next steps for learning. This results in each child benefitting from challenging, motivating play experiences. For example, younger children enjoy playing with a water based drawing mat. They have lots of fun dipping their brush into the water as they make large sweeping movements to paint the mat. They also hold a water based pencil when they draw and make specific marks on the mat. Older children draw and write on a chalk board. They copy their name, writing some recognisable letters as they do so. They show imagination when they draw a person and explain to the childminder that it is a clown. Finally they draw vertical lines all over the board. The childminder seizes this opportunity and asks the children to count how many lines they have drawn. They correctly counts they have drawn 15 lines. Children also enjoy sitting at a small table in

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who attend

the lounge playroom, where they continue to draw and colour pictures. Children are allowed to move freely between the ground floor rooms, moving resources to different areas which enables them to freely investigate and explore. For example, younger children decide to bring the water pot and brush into the lounge from the kitchen. The childminder observes this and allows them to develop their own play as they use the wet brush to make water marks on the paper instead of using the crayons. Overall, children are making good progress within the seven areas of learning. This ensures they have the key skills needed for the next big step in their life, starting school.

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

Children are confident and settled in the childminder's care. Each child is respected and their individual needs met because the childminder works closely with parents. She gathers and exchanges clear information from the outset, helping children to settle into her care. All children form secure emotional attachments with the childminder. This results in them developing confidence as they freely move around the childminder's home, exploring their surroundings and accessing their own resources. Children enjoy choosing their own play resources, regularly seeking the childminder out to share these with. For example, children choose a book and take this to the childminder to read. The childminder invites all children to come and listen to the story should they wish to do so. All children are soon snuggled up on the sofa with the childminder, actively listening to the story.

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

Children's good behaviour is promoted through the childminder's clear strategies. For example, children receive lots of praise and encouragement which promotes their self- esteem. The childminder also discusses the possible consequences of their actions with them, which helps them to play safely as they learn the difference between right from wrong. Children's social skills are developing as they relate well to the childminder. As children grow and develop they are beginning to show more of an interest in their peers. The childminder supports them as she encourages them to interact and to play cooperatively together. The childminder helps children to be emotionally ready for when they start school. For example, she reads books about school and discusses schools routines with them to ensure they are confident and well prepared for their transition to school.

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

Children are encouraged to develop healthy lifestyles from a young age. Daily opportunities for outside play whether in the garden, going for walks or to the park, provide children with lots of physical exercise and fresh air. Good hygiene routines are implemented and promoted with children to encourage them to adopt healthy practices. The childminder actively encourages healthy eating, providing children with additional healthy snacks during the day. This ensures children benefit from eating a balanced diet. The childminder sits at the table with children at meal and snack times to encourage their good social skills and the use of manners. For example, children learn that it is not polite to talk when they have a mouth full of food. Children's independence is also promoted at meal times. For example, younger children learn to feed themselves and older children help to pour their own and other peoples drinks. Children feel safe within the childminder's

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

care and their awareness of safety is continually promoted through regular events and planned activities. For example, children advise the childminder they have to wear their 'vizzy jacket so that the cars can see them', when they are getting ready to go on an outing. This shows they are aware of the safety precautions taken by the childminder and the reasons why they must wear this jacket so that they remain safe.

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provision

The childminder is well organised and committed to providing a quality service. She has developed a clear range of policies and procedures, which she effectively implements to ensure children are safeguarded and their welfare maintained. The childminder holds a level 3 qualification in childcare and she has completed the required local authority approved childminding training course. This enables her to fully meet the welfare, safeguarding and learning and development requirements of the Early Years Foundation Stage. The childminder is focused and committed to driving her setting forward. She does this through actively seeking support and guidance from more experienced childminders, which enables her to adapt her practice where necessary. She also effectively monitors and evaluates her provision, including the educational programmes, to identify clear targets for future development. Parents' views are actively incorporated into self-

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provision

evaluation through regular questionnaires. This provides the childminder with a good overview of her whole provision, which results in children benefitting from good care and learning experiences.

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provision

Children's health and safety is effectively protected through the childminder's clear systems. For example, children are always supervised as they remain in the childminder's care at all times. The home and garden are securely maintained and risk assessments are used to ensure potential hazards are minimised in all areas. Children are further protected from potential harm because the childminder has a secure good knowledge of child protection procedures. The effective organisation of space and resources, creates a warm and welcoming home where children learn through play. Partnership working with parents, carers and other settings is good. The childminder shares and exchanges information with local pre-schools to promote continuity of care and learning for children. Clear information is regularly exchanged with parents to meet children's needs and to promote their development. This is achieved through various means including written daily diaries, text

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provision

messages, emails, discussions and regular progress reports. All of this contributes to keeping parents up-to-date with current information on their children's daily routines and progress.

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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 EY451342 Local authority North East Lincolnshire Inspection number 882202 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 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

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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