Childminder in Lincolnshire

Inspection date

Previous inspection date 22/02/2013 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

 The childminder has good knowledge of the seven areas of learning and engages well with children. She successfully promotes learning through children's interests and completes accurate assessments that consistently monitor children's progress.  The childminder effectively creates an enabling environment where children have uninterrupted time to play and explore. Children have access to a range of good quality, accessible resources.  Children have an eager disposition to learning and are fully engaged, motivated and enthusiastic.  Children form strong bonds with the childminder and develop positive self-esteem and confidence.

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It is not yet outstanding because

 There is scope to enhance some resources and opportunities to nurture young children's initial interest in technology and to maximise their developing understanding of the different ways in which technology can be used.  The self-evaluation, although effective in supporting the development of care, learning and practice, does not yet include the views of parents to further assist in areas of future development.

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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 kitchen and the lounge.  The inspector and childminder completed a joint observation and discussed this.

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Inspection activities

 The inspector spoke with parents, sampled documents, policies and procedures, and looked at children's observations and assessments.

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Information about the setting

The childminder was registered in 2011 and is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three teenage children in a house in Grantham, Lincolnshire. The whole of the house is used for minding and there is an enclosed garden for outdoor play. The family has a dog as a pet.

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Information about the setting

The childminder visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently six children on roll, of whom one child is in the early years age group and attends for three hours twice each week during the school holidays only. The childminder provides before and after school care during term time and holiday care during the school holidays. She is a member of the National Childminding Association.

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

 enhance the existing opportunities for children to develop their interest and understanding of technology further by providing a wider range of resources that enable them to use technology for a variety of purposes, for example, resources with knobs, flaps, keys shutters, cameras and torches

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

 include the views of parents more consistently in self-evaluation to drive forward the already strong improvements that are made for children with increased rigour.

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who attend

The childminder creates an atmosphere that is welcoming, safe and stimulating. Young children are beginning to develop independence because resources are well organised and situated at a low level, so that children can choose activities and toys freely. From this secure base, children engage in happy and enjoyable early years experiences that encourage their future learning. Children are enthusiastic to learn because the childminder is highly motivated. She plans and prepares activities that fully reflect children's interests and are accurately matched to their next steps in learning. Children have a wide range of resources and use these well in their play. However, a minority of young children, who prefer to engage in creative, sensory and explorative play, show a reduced level of interest in the range of electronic, press-button toys that the childminder has for them to use. Their initial interest in technology is not yet being fully nurtured by exploring different

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who attend

ways to enhance this area of learning. For example, by using a wider range of early technology in different ways, such as torches, cameras and toys with flaps, knobs and shutters to fully maximise children's opportunities. In spite of this, teaching is rooted in strong knowledge of the seven areas of learning and focuses well on the prime areas as the childminder cares for very young children. She undertakes purposeful observations and assessments and fully includes parents in these through the use of comment sheets. Parents can take their child's progress records home to look at in their own time and show to other family members. Parents are encouraged to share learning from home with the childminder, which she adds to their progress records and uses to support planning. For example, if a child develops a special interest at home or has been somewhere special. She links her observations well to the areas of learning and uses the development bands

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who attend

effectively to monitor children's progress.

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who attend

Children engage in rich, varied and imaginative learning and lead their play confidently with purpose. For example, a young child decides to carry the 'junk' for creative tasks from the kitchen through to the lounge. The child completes this in stages and with a clear objective in their mind. The child places the junk into a pile in the selected location and stands back to admire it, showing pride in this achievement. The childminder is very alert to what the child is doing and immediately remarks on 'what a big pile of things', and asks if she can see what the child has in the pile. She imitates rocket launchers by putting some taped, plastic bottles on her back, which the young child immediately copies. This demonstrates that young children are receptive to learning and take full notice of what the childminder shows them. Children enjoy books, both for looking at and for listening to stories. They use many resources for making marks, and very young children make good

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who attend

progress with learning how to do 'up-and-down' lines by copying the childminder. Young children start to recognise colours, shape and size by joining in with dough activities, for example, when they make small, green balls and bigger pink balls. Children develop their physical skills well as they roll dough, use different dough tools, scissors, crayons and paint brushes. They enjoy building with building blocks and start to understand shape and size as they use simple jigsaw puzzles and toys where they have to fit pieces together.

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who attend

Children are supported very well with overcoming any dislikes they may have for getting messy. Children who previously did not like any form of messy play are now happy to paint their feet to make footprints on a large strip of paper. Children are also supported very well when they feel uncertain about an activity. For example, the childminder finds alternative methods to introduce children to new and unfamiliar things that they have not seen before, such as snow. She recognises the value of introducing children to snow so that they learn about the natural world. She achieves this by bringing the snow indoors to the children where they feel safer to explore it. Children's language and communication skills are promoted well as they learn to listen carefully to what is being said and to develop their vocabulary through purposeful conversations. The childminder gives young children plenty of time to process information and to think about their responses. This

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who attend

supports children well with learning how to use sounds to make words, and subsequently, how to put words together to form sentences. She supports children well with learning to understand what is being said and to answer in context so that questions eventually develop into meaningful conversations as children grow. Children in this setting are very young, however, they are developing their skills well and make good progress in their learning and development. These skills and the learning they are acquiring equip them well to support their transitions and readiness for school in the future.

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

The childminder places a strong emphasis on promoting the three primes areas of learning to children. This successful helps children form strong emotional attachments and bonds with her. Regular discussions with parents ensure that the childminder is fully aware of how to reassure children, through a high level of awareness of their likes, dislikes and fears. As a result, children settle very well in the nurturing environment where they develop a strong sense of belonging. This enables children to feel confident to explore their surroundings and to feel safe if they need to ask the childminder for something they want. In turn, it also enables children to feel able to say 'no' if they do not wish to do something, because they know the childminder listens to them and values what that have to say. Children's sense of identity and uniqueness is promoted very well, which prepares them emotionally for their transitions.

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

Babies and young toddlers receive high levels of support with their care routines and their ability to develop their self-care needs independently. This is further ensured through the strong partnerships with parents. Purposeful information is consistently exchanged between the childminder and parents to ensure that children's rapidly changing and developing needs are met. For example, this applies to helping children with potty training so that children have consistency between their home and the setting. Stickers are used by the childminder and parents to recognise children's achievements and to promote their desire to want to try again. Children feel proud of their stickers and show the childminder when they arrive.

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

Children's good health is promoted effectively through healthy snacks and meals and plenty of physical exercise. The childminder often takes the children to parks or out and about in the local area. They have regular outdoor play in the garden and enjoy taking the dog for walks. Children demonstrate a strong desire to want to help with small tasks, such as washing up and clearing away their resources. They understand the expectations the childminder has for behaviour and are cooperative and polite. Children learn well about safety and start to work out how to manage risks responsibly. For example, as they learn to use scissors and tools independently in their play or become confident to use larger apparatus at the park with care.

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provision

The childminder is fully conversant with her role and responsibility with regard to the safeguarding and welfare requirements of the Statutory Framework for the Early Years Foundation Stage. She has a comprehensive range of appropriate policies and procedures in place and provides all parents with their individual copies of these in a parent pack. She prioritises children's safety because she updates her knowledge of child protection annually. As a result, she has a good awareness of the procedures to follow if she has a concern about the welfare of a child in her care. She keeps herself well informed about new initiatives, for example, completing the Early Years Foundation Stage progress check at age two. In addition to the policies and procedures that the childminder uses for the safe and efficient management of her setting, she also undertakes full risk assessments of all aspects of the environment that children come into contact with. These are reviewed at

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provision

least annually and sooner if there is a need. She has effective safety measures in place to minimise risks to children and ensures that all adults who have close, regular contact with children are appropriately vetted for their suitability.

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provision

Partnerships with parents are strong and daily discussions mean that children and their parents are able to build very positive relationships. The childminder provides parents with comprehensive information about her setting, the Early Years Foundation Stage and the systems she uses to observe, assess and monitor each child's progress. Parental feedback shows their high level of satisfaction. They offer positive comments about the different ways they are kept informed and are happy with how well their children have settled at the setting. They commend the childminder for the progress their children make and feel fully included in their child's learning. The childminder is fully aware of the importance of developing positive partnerships with other practitioners and schools when this becomes relevant. She has completed special educational needs coordinator training and has the necessary skills to enable her to identify gaps in a child's learning and to enable her to

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provision

work effectively with specialised professionals to support children.

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provision

Since registration and in the short time the childminder has been minding she has implemented all requirements to a good standard. She has high aspirations for the quality of her setting and she has clearly put a lot of thought into organising this effectively. She reflects well on where and how improvements can be made to enhance the quality of her setting. She completes self-evaluation well to monitor the strengths and weaknesses of her setting and successfully develops the quality of care, learning and her practice. She accurately highlights the need for continuous professional development in the form of further training and recognises the importance of this, in order to promote and support children's learning and development. However, she does not yet include the views of parents to further assist with identifying areas for development. Therefore, evaluation is not yet rigorous. In spite of this, the improvements that have been made, to date, and the

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provision

challenging targets she raises show that the childminder is likely to continue to drive improvements forward.

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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 EY421715 Local authority Lincolnshire Inspection number 811835 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 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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