Childminder in North East Lincolnshire

Inspection date

Previous inspection date 12/04/2013 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 are cared for in a warm and welcoming home where they learn effectively through play. A wide range of hands-on learning experiences are planned around children's developmental needs and interests, enabling them to achieve in all areas of learning.  The childminder successfully helps children of all ages to develop their communication, language and critical thinking skills. She does this through continually chatting to younger children as she advises them of what she is doing and by asking older children questions to promote their thinking.  The childminder works closely with everyone who is involved with the child, developing effective communication channels to promote continuity of care and learning for all children.

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It is not yet outstanding because

 Opportunities for children to use a greater range of resources to enable them to freely explore, build and role play during outside play, have yet to be fully provided to maximise their learning experiences.  Freely accessible real life resources, which are familiar to children, are not always provided to fully extend their imaginative play.

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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

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged 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 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  scheduled 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 two children aged 13 and eight years in Cleethorpes, Lincolnshire. The whole of the ground floor, a bathroom on the first floor and the rear garden are used for childminding. The family has a dog and a rabbit as pets.

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Information about the setting

The childminder attends a toddler group and activities at the local children's centre. She collects children from the local schools and pre-schools. There are currently six children on roll, all of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 8am to 6pm, 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:

 extend the accessibility of a greater range of resources in the outdoor environment so that children can continually explore, build and role play

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

 extend children's imaginative play by providing them with a variety of familiar resources reflecting everyday life, such as magazines, real kitchen items and telephones.

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who attend

Children make good progress in their learning and development as they engage in purposeful, hands-on learning experiences. The childminder works with parents, gathering clear information about children's starting points. This enables her to help children to make progress as she successfully builds on what they already know and can do. Observational assessments are used to monitor the progress children make and to identify and plan for their next steps for learning. Individualised planning is completed for each child to ensure future play experiences are delivered in line with their specific needs and interests. Information is continually exchanged with parents and other providers to promote a consistent approach to children's care and learning. Parents are kept well informed of their children's progress and they are encouraged to contribute to their children's ongoing learning. This results in all children achieving to their full potential and

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who attend

learning the necessary skills, ready for starting school.

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who attend

Children's early language skills are skilfully promoted as the childminder continually chats to them as they play, discussing and explaining what she is doing and what is going on. This provides all children, but especially younger children, with a language rich environment which helps to promote their early language and communication. Conversations are held with older children and the childminder asks them lots of questions as they play. This extends children's language, communication and critical thinking skills as they grow and develop. For example, the childminder encourages a baby and an older child to help prepare snack. She chats to the baby explaining what is going on and she asks the older child to count out three breadsticks for each of them. The older child does this and when asked, correctly identifies that this makes six altogether. This successfully promotes children's critical thinking skills as they develop their skills with basic calculation.

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who attend

It also demonstrates the childminder's effective approach to ensuring that activities successfully match children's individual learning needs. Children also enjoy singing number rhymes. Older children are encouraged to count and to identify how many items are left as they sing the songs, while younger children are introduced to the concept of counting and numbers by listening to the songs.

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who attend

Children play imaginatively with the small world play resources and during role play activities inside. However, there is scope to further extend children's imaginative play by enhancing the range of resources they access which reflect everyday life experiences, for example, by including telephones, real kitchen items and magazines for children to use during their role play experiences. Children use their own colouring books to freely draw, colour and write. They also develop their creativity as they engage in a range of art and craft activities. During a sticking activity a child draws a picture of a person which they then enjoy spending time decorating. They show skill as they write their name onto their picture using recognisable letters. Further early writing opportunities are provided as the childminder sets up chalk boards inside for children to freely access. Children also enjoy making marks and drawing with chalks outside. Regular outdoor play opportunities also

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who attend

help children to develop their physical skills, for example, when playing on the trampoline in the garden and during trips to the park. However, the childminder has yet to enhance the range of resources children access during outside play to maximise opportunities for them to freely explore, build and role play.

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

Children are happy in the childminder's care. Each child is valued and their individual needs met because the childminder works with parents to continually gather and exchange clear information about their specific needs and interests. The childminder uses this information to help children to feel safe, settled and secure in her care. Children are relaxed and develop confidence in their surroundings as they make their own choices and access their own play resources. Younger children regularly return to the childminder for support and she offers them the reassurance and security to continue playing. Children interact and relate well to the childminder and she helps them to learn how to play cooperatively with their peers as they develop good social skills. They are also encouraged to develop personal independence with their health and self-care skills. All of this helps children to be emotionally and socially ready for their transition to other settings and

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

Children's behaviour is good and their self-esteem is promoted as they are provided with regular praise and encouragement. The childminder uses discussions and positive reinforcement to help children to learn, not only about acceptable standards of behaviour, but also about health and safety issues. Children are encouraged to be healthy through the provision of nutritious meals and snacks. For example, when the childminder provides the baby with their milk, the childminder discusses with an older children how milk helps the baby to grow and be strong. Children show good awareness of how to maintain their health and safety as they discuss with the childminder that the table must be cleaned before they have snack because it may be dirty. The childminder confirms this is correct, reinforcing the table may be dirty and have germs. When an older child asks why the younger child sits in a high chair, the childminder skilfully turns this around and asks why

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

do they think the baby sits in high chair and not at the table. The child considers this and identifies for themself that the baby may fall off the chair. The childminder confirms the child is correct, discussing if the child did fall off they may hurt themselves. This effective approach continually builds on children's knowledge. Children enjoy engaging in daily outside play experiences, which enables them to learn about the importance of being active.

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provision

The childminder is an experienced early years practitioner who holds an appropriate early years qualification at level 3. This results in the childminder creating a warm and welcoming environment where all children thrive and continually benefit from good standards of care and learning. The childminder skilfully works with parents and other providers to ensure each child is well cared for, has their needs met and their learning promoted. She is well organised and implements her robust range of policies and procedures to safeguard children and promote their welfare. The childminder constantly monitors and evaluates her provision, including the educational programmes, to identify clear targets for future development. This ensures children benefit from a continually improving provision, which meets the requirements of the Early Years Foundation Stage.

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provision

Children remain healthy and safe whilst in the childminder's care. For example, the home and garden are securely maintained and children are constantly supervised by the childminder. Clear outings procedures and risk assessments, which are conducted for all areas used by children, help to minimise potential risks. The childminder holds a current paediatric first aid certificate and she has a good awareness of child protection procedures, which helps to further protect children from potential harm and maintain their well-being. Partnership working with parents and other providers is good. The childminder continually shares and exchanges clear information with everyone who works with the child, promoting a consistent approach to their care and learning. Parents are kept well- informed about their children's daily care and ongoing progress through regular newsletters, daily discussions and diaries, wall displays and accessible learning files.

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provision

Parents comment positively on the childminder's service, with one parent referring to the childminder as 'brilliant' as she helped her to develop confidence to leave her child in the childminder's care. Other parents confirm their children are making progress and they are very pleased with the level of care provided.

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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 action. 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 EY453768 Local authority North East Lincolnshire Inspection number 889360 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 ‘Complaints procedure: 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, which are usually the childminder’s 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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