White, Jo-Anne

Inspection date

Previous inspection date 13/05/2013 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 make good progress in their learning and development and develop a positive attitude to learning. This is because the childminder plans a wide range of activities based on her accurate assessment of the children's level of achievement.  Children's communication and language skills are supported well through an environment that is rich in spoken language. Therefore, they are confident speakers who can explain their thoughts and feelings readily.  Children develop confidence and self-esteem, which enables them to care for their own needs independently. This is because they have secure and nurturing relationships with the childminder.  The childminder gives children appropriate explanations, supporting their understanding of differing needs and abilities. Therefore, children are kind and considerate of each other's needs.

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It is not yet outstanding because

 There is scope to develop partnerships with other providers in order to promote a two- way sharing of information which supports consistency in children's learning and development.  The childminder's initial good start in reflecting on her own practice has not been fully developed, for example, by routinely seeking the views of parents.

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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 and interacted with the children throughout the inspection.  The inspector accompanied the childminder and children on a visit to a local park.

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Inspection activities

 The inspector and childminder held discussions at appropriate times throughout the inspection.

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Inspection activities

 The inspector sampled the childminder's policies and procedures and looked at children's learning journals and files.

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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 three children aged 12, nine and five years in a house in Cleethorpes, North East Lincolnshire. The whole of the ground floor is used for childminding with the exception of the garden.

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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.

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Information about the setting

There are currently six children on roll, four of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7.30am to 6.30pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years.

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

 enhance consistency of learning and care for all children by developing further partnership working with other providers, in order to maximise the progress that they make

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

 build further on methods of reflective practice by increasing opportunities for parents to contribute their views, in order to identify the strengths of the provision and provide a sharp focus on areas for improvement.

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who attend

The childminder has a secure understanding of the learning and development requirements, which ensures that the children in her care make good progress. Detailed information sought from parents when their child first starts, is used as a foundation for the childminder's ongoing observations. Children's achievements are assessed with careful accuracy and enhanced by the ongoing information and comments, which parents contribute to their children's learning journals. This informs her planning of appropriate and challenging activities for all children, including those who only attend for short periods. Children's interests and ideas are listened to and acted upon. When a child expresses an interest in princesses the childminder follows this through by providing resources to develop role play. She uses stories that interest the children to develop their love of books and stories. This supports them in initiating their own learning and supports their school

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who attend

readiness, as they develop into independent learners.

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who attend

Children make very good progress in their communication and language skills. A young baby develops communication skills as they gurgle with delight and wriggle their arms and legs in response to the childminder's interaction. She engages older children in conversation and listens with interest to their thoughts and ideas. Therefore, they are confident to express themselves freely. New words are skilfully woven into this conversation, for example, the childminder refers to the play dough as 'squishy', which a child then copies. Consequently, the new word is embedded because it is linked to their experience. Older children subsequently develop an interest in writing, making good attempts to write their own names. They draw detailed and colourful pictures, representing the world around them. This develops both their imaginations and their pencil control.

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who attend

The childminder demonstrates good teaching skills through her interaction with the children. She asks open-ended questions, which encourage them to think creatively, for example, when considering the best way to roll out the play dough. They develop persistence because they are praised for their efforts and are supported to keep on trying. When a child's counting goes awry, they are encouraged to start again. This enables them to feel pride and enhances their self-esteem and confidence when they succeed. Mathematical language and concepts are introduced in the same way. Children learn about weight and measure as they prepare ingredients for baking and they count and sort objects into groups as they play. They learn about technology as they use a laptop computer and take their pictures with their own camera, recording the things that interest and delight them.

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

The childminder builds strong relationships with the children in her care. This means children are confident and happy in her home, which gives them a sense of security and belonging. Ongoing information from parents, shared in the daily communication books, ensures that the childminder is well aware of their individual care needs. She carefully checks a young baby's book to make sure they have their bottle and sleep at times that will fit in with the rest of their day. Consequently, the transition from the child's home to her care is smooth, which supports the child's emotional well-being as they contentedly snuggles up for their bottle and gently falls asleep.

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

The children's behaviour is good. They childminder explains to older children that the younger ones have different needs and ways of expressing themselves. Therefore, the older children are kind and caring, as they develop an understanding of diversity. An older child carefully holds a younger one on the large swing they share together in the park. She is considerate and offers to share a rocker with the child telling the childminder that they should have a turn now. These experiences help to prepare children for the transition to pre-school or school.

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

Children's safety is promoted well. The childminder gives them responsibility and explains situations to them, therefore, they develop the ability to assess risk for themselves, for example, when examining the road to see if it is safe to cross. They are provided with healthy snacks and offered regular drinks, which supports their growing understanding of a healthy lifestyle. They know they should follow routines, such as washing their hands before they eat their packed lunches, which supports their self-care skills. Their health and physical skills are further enhanced by daily visits to the park, where they enjoy fresh air and exercise as they enjoy a range of activities which offer them challenge in a safe environment.

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provision

The childminder demonstrates a good knowledge and understanding of her responsibilities in meeting the requirements of the Statutory Framework of the Early Years Foundation Stage. Children's welfare is safeguarded because she has taken additional training to enhance her understanding of her role and responsibility in acting upon child protection concerns. She has devised a good range of policies and procedures, which ensure the smooth organisation of her provision to the benefit of the children. Parents are fully informed of these, which ensures consistency and a shared understanding. The parents' noticeboard provides them with additional information, such as the childminder's qualifications and information of how to contact Ofsted should they wish to complain.

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provision

A written risk assessment of the premises and subsequent daily checks ensure that hazards to children are identified and minimised, which means they can play in a safe environment. Procedures for the safe administration of medication are in place. The childminder has a current paediatric first aid certificate and has a first aid kit available in the house and on outings. Therefore, children's welfare is supported well in the case of an accident or if they are unwell. The childminder is keen to promote further partnership working to benefit the children. However, there is scope to enhance partnerships where children attend more than one provider in the Early Years Foundation Stage, in order to promote higher levels of two-way communication and consistency.

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provision

The childminder takes some steps to monitor her provision and reflect on this in order to bring about continuous improvement. She reviews the children's learning journals and uses a tracker system to establish their levels of learning and development. Children's views are listened to and changes made. For example, she has made changes to resources to suit their interests in order to enhance their engagement with activities. There is scope to develop the informal discussion which takes place with parents, in order to gather their thoughts and ideas on the provision in a more focussed way. The childminder demonstrates a commitment to develop her provision through links with childminding networks and support groups within her locality. She is a member of the Professional Association for Childcare and Early Years and makes good use of their professional advice to support her.

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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 EY455656 Local authority North East Lincolnshire Inspection number 893894 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 ‘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

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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