Childminder in Lincolnshire

Inspection date

Previous inspection date 19/02/2013 27/02/2012

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early years provision

This inspection: 3 Previous inspection: Met 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

 The childminder organises her home well and provides children with an enabling environment where they can independently select their resources.  Children are happy and confident to explore and investigate and show curiosity in their play.  Children form warm and positive relationships with the childminder and are secure and confident in her care.  Children learn well about developing healthy lifestyles and healthy eating.

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It is not yet good because

 The childminder does not use what parents know about their child when making her initial assessments and she does not share enough information with them to enable them to continue their child's learning and development at home.  Continuous improvement is not fully secured by a clear and successful improvement plan that supports children's achievements over time and takes into account the views of parents and children.

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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 and spoke with children.  The inspector observed children in the playroom.  The inspector and childminder completed a joint observation and discussed this.

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Inspection activities

 The inspector looked at children's assessment records and a range of policies, procedures and documentation.  The inspector had discussions with the childminder.

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Information about the setting

The childminder was registered in 1997 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with one adult child and one child aged 11 years in a house in the Birchwood area of Lincoln, Lincolnshire. The whole ground floor is used for childminding, with additional bathroom facilities located on the first floor. There is an enclosed garden for outdoor play. The family has a kitten, gold fish and a hamster as pets. The childminder attends a toddler group in the infant school once each week. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently 10 children on roll, of whom, two are in the early years age group and attend for a variety of sessions. She operates all year round from 6.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a relevant childcare qualification at level 3. She is a member of the National

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must:

 involve parents in their children's learning by improving the exchange of information on entry and during the placement and encouraging them to share their views and enhance children's learning and development at home.

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

 implement more thorough and focused self-evaluation, which includes the views of parents and children and strengthens the links between identified priorities and plans to secure continuous improvement.

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who attend

The childminder has organised her home and resources well to meet the needs of the younger children she has recently started to care for. She creates a welcoming and child- friendly environment where children have plenty of space to move around in and express themselves creatively. The rooms used by children enable them to participate in free-play opportunities and to independently select resources that they wish to play with. These toys are appropriately risk assessed by the childminder to ensure that they do not pose a hazard to children should they place them in their mouths. The childminder is developing an appropriate educational programme. She has a suitable understanding of the prime and specific areas of learning. She is aware of the progress check at age two years and is developing systems to ensure that this can be completed appropriately. The childminder observes children at play and has started to use the development bands to assess which

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who attend

developmental stage children have reached in the areas of learning. This enables her to identify any gaps in their learning and to act if there is a need for specialised support. She raises next steps from her assessments and incorporates these into children's play to progress their learning.

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who attend

The childminder does not yet place sufficient emphasis on building a two-way dialogue and providing parents with information about how they can complement their child's learning at home. She does not encourage the parents to share what they know about their child's learning when they first start. This does not provide her with full knowledge about the child's current stage of development to add to her own assessment at their starting points. She does not gather information from parents about children's experiences and achievements at home to include in her own assessments to enable her to help them to make the best possible progress. Nevertheless, the childminder sets time aside at the end of each day to talk to parents about what their child has done. Parents can look at their learning journals if they wish to talk about these.

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who attend

The childminder provides children with a varied range of activities and experiences and gives particular and appropriate attention to the prime areas of learning for younger children. Children are happy and engaged because the childminder supports their play well. She gets down to their level and is attentive to their needs. She interacts well by taking notice of what children are doing and achieving and by asking them questions. For example, she notices how a baby has a particular interest in the circle shape from the shape-sorter toy and how the baby is only interested in fitting this shape through the hole. When she reads a book to the baby on her lap, the book coincidently has a circle hole in the front cover and the baby recognises this and starts to put the circle shape through the hole. The childminder shows the baby how to put other shapes through the relevant holes to begin to encourage further understanding of shape recognition.

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who attend

The childminder organises the day well to ensure that children have variety. Children play indoors, outside and go on trips in the local community, such as, to farms to see animals and to parks where they use apparatus and feed the ducks. This helps to develop their understanding of their natural environment and also contributes to their physical skills and well-being. Early number skills and mathematical concepts are promoted as the childminder talks to children about numbers, shapes, colours and size as they play. For example, she will suggest to a child that they try to fit something into a space and then explains to them that 'it is too big, or too small, or not the right shape'. The childminder refers to colours when she reads stories, for example, 'the red ball', 'the yellow sun'. She thanks and praises children, which helps to build their self-esteem and to develop their desire to want to try again or to try new things. Therefore, children are developing the

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who attend

characteristics of effective learners and a 'can do' attitude in readiness for the next stage of their learning. The childminder talks about what is taking place around them and about what they are doing. This helps to develop children's listening skills and their speaking skills as they start to repeat simple words and then put words together to gradually form short sentences. Babies are alert to sounds and show curiosity, for example, when they hear a plane overhead. A baby looks up and points to the sky, recognising where the sound is coming from. Children enjoy participating in a range of crafts that helps to develop their creativity and their physical control with making marks. The childminder provides young children with an appropriate range of press-button, electronic toys, which they use well in their play. Children start to copy the sounds that the toys make, such as fire engines and animal sounds, which contributes to their developing language and shows

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who attend

that they are understanding differences, for example, the duck says 'quack' and the cow says 'moo'. Children enjoy visiting a toddler group each week where they learn to adapt to activities and new adults in different surroundings. This develops their confidence and ability to separate from their main carer and to form attachments with others. They begin to develop friendships with other children and become socially aware, which helps with their future transitions.

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

Children have formed warm and positive relationships with the childminder, enabling them to feel secure and confident in their surroundings. Information about children's care needs is gleaned from parents and carers before the child begins to attend the childminder's setting. Daily discussions with parents help to ensure that the rapidly changing needs of very young children are consistently met between home and the setting. This helps the childminder to plan an environment that reflects children's likes and dislikes and contributes to them being settled and enjoying their time with her. Overall, the toys and resources on offer to children enable them to engage in a range of activities that promote all areas of learning. Their independence develops as they help themselves to the accessible resources and work out how to use these appropriately. For example, they help to turn the pages of books carefully with the childminder.

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

Young children start to understand simple rules and expectations, such as, being kind, sharing and being helpful. They listen well to the childminder and are responsive, for example, if she asks them to pass her a toy, they crawl to get it and give it to her. Children's safety is promoted well as all areas they access are risk assessed to ensure that any hazards are identified and action is taken to make them safe. They are starting to help to tidy away their toys and are beginning to learn that everything has a place where it belongs to keep their environment safe and tidy.

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

Children's health needs are prioritised and promoted well. Children eat a healthy and balanced diet, which takes full account of their likes, dislikes and any specific needs they may have. They have continuous access to their drink cups, which they help themselves to when they are thirsty. This shows that they understand their physical needs and are developing their self-care skills. Young children have plenty of rest and sleep, which follows their home routines. They are familiar with the daily routine, which further develops their security and sense-of-belonging. Regular outings to parks and play spaces enable children to practise their large physical skills and have good amounts of fresh air and exercise, which also promotes their health and well-being.

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provision

The childminder has a secure understanding of the safeguarding and welfare requirements and has a range of policies and procedures in place to support children's well-being. For example, she has a policy on child protection and knows what to do should she have concerns for a child's welfare. In addition to this, she has completed safeguarding training and is currently updating her knowledge by undertaking a refresher course. This helps enable her to recognise signs and symptoms of abuse. Areas, which children can access are monitored appropriately and risk assessed to ensure that appropriate action is taken to minimise any identified hazard and that appropriate safety measures are in place. Daily safety checks further ensure that safety measures remain safe and reflect the ages and stages of the children being cared for.

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provision

The childminder is keen to improve but is not consistently monitoring and evaluating her practice effectively to secure continuous improvement. She does not actively seek the views of parents and children to consider as part of her improvement plan. The childminder takes appropriate steps to successfully meet previous actions and recommendations that were set at the last inspection and she implements advice from the local authority well. For example, she has set out the playroom for young children into learning areas with resources that they can self-select. The childminder's partnership with parents and carers is sound and she engages them in daily discussion about what their child has done that day and includes some information about their progress in her care. She has established partnerships with a nursery where children receive shared care and learning. This helps to complement children's learning and contributes to promoting

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provision

consistent learning experiences that supports their progress. She has systems in place to help support children further with their transitions when it is time for them to move on to school.

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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 208735 Local authority Lincolnshire Inspection number 817117 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 10

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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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