Childminder in Lincolnshire

Inspection date

Previous inspection date 20/05/2013 14/01/2009

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early years provision

This inspection: 2 Previous inspection: 3 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 is sensitive to the children's thinking and learning when deciding when to interact. She gives the children time and space, encouraging them to explore and persevere with tasks before offering support.  The childminder has established strong partnerships with parents and others who are involved in the care and learning of the children. This ensures that children receive relevant support and consistency and continuity in their learning and development.  Children are well supported in learning new vocabulary and in participating meaningfully in discussions. The childminder promotes their language and communication skills as she encourages them to express their views, ideas and needs.  Children are settled and secure because they have formed close bonds and attachments with the childminder, who knows them well. She makes sure she gathers information about their needs and interests, and incorporates these into her daily

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It is not yet outstanding because

 Opportunities for children to further increase their understanding of healthy lifestyle practices are not maximised.  There is scope to enhance the self-evaluation process by extending how the views of parents and children are incorporated, to further assist in identifying areas for further improvement.

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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 activities in the three downstairs rooms.

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Inspection activities

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

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Inspection activities

 The inspector looked at children's learning journeys, planning documentation, a selection of policies and children's records.

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Inspection activities

 The inspector spoke to one parent and took account of written comments from parents.

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Information about the setting

The childminder was registered in 2008 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and child aged seven years in Welwyn Garden City, Hertfordshire. The whole of the ground floor and one bedroom upstairs are used for childminding, as well as the rear garden.

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Information about the setting

The childminder attends toddler groups and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently seven children on roll, five of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 8am to 6pm, Monday to Saturday, except family holidays.

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

 extend the opportunities for children to increase their awareness of the relevance of healthy practices, with particular reference to hygiene procedures and physical exercise

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

 build on self-evaluation by extending how the views of parents and children are incorporated, to further assist in identifying areas for future improvement.

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who attend

The childminder knows the children in her care well. She has a good understanding of how children learn, which means she is able to provide them with a wide range of freely chosen and planned activities. This ensures that children are engaged and motivated in their learning. Children are able to make choices over their play as the childminder presents a range of resources that young children can see and easily access themselves. The flexible planning enables the childminder to follow children's individual interests. For example, several of the younger children have developed a keen interest in animals, prompting visits to the zoo and farm. The childminder uses this interest to promote their knowledge and understanding of the world as she provides toy animals frozen into ice blocks for them to play with. They notice the water as the ice begins to melt, and the childminder introduces new vocabulary, such as 'wet' and 'frozen'.

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who attend

Clear observations of children's learning are recorded in their learning journals, and the childminder uses these to identify the next steps in their learning, which she uses to inform her planning. The childminder uses the document 'Development Matters in the Early Years Foundation Stage' to track children's progress and identify any gaps in their learning. This ensures that she is able to meet their individual needs effectively. The childminder has completed a detailed progress check at age two for several children in her care. This has been shared with parents and used to identify any areas where children's progress is less than expected and what the childminder intends to do to address any concerns.

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who attend

Children are encouraged to take turns as they position the car on the track and anticipate letting go, laughing as the childminder says 'ready, steady, go'. They practise counting how many times it goes back and forth with the childminder, developing their awareness of number. Young children are becoming mobile as they pull themselves up on the low- level furniture and take steps holding the childminder's hands. The childminder promotes this, providing space for children to practise these skills and then providing further challenge as they learn to negotiate the stairs safely. The good range of resources in the garden enable children to play imaginatively with the tea set and kitchen, and investigate with bug catchers and binoculars outside. Activities, such as bowling, hopscotch and skipping, also develop children's physical skills.

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who attend

The childminder is skilled in knowing when to intervene in children's play. She gives them space and time to persevere at a task, encouraging them to give it a go but staying nearby to provide support if needed. For example, children show perseverance as they attempt and manage to remove the lid from their water bottle and put it back again. This sensitivity shown by the childminder helps children to become independent learners and take pride in their achievements.

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who attend

Children's language development is well supported. The childminder chats to them and encourages their communication by modelling what they are doing. Children repeat singular words that the childminder says and she praises their responses enthusiastically. Young children's interest in animals has been used to develop children's speech as they make the noises of the animals. They respond to music, saying 'quack quack' and pointing to the CD player, indicating their favourite song. The childminder's good interaction with children extends their learning and development. For example, young children are given a chalkboard to make marks on with chalk. The childminder talks to them about what they are drawing, praising their efforts. Children are fascinated when the childminder shows them how to wipe the board and they are then offered a cloth to do it themselves. Children use language to express their needs, saying 'wash' and 'more there' to indicate

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who attend

the board needs wiping. The childminder shares books with the children, talking to them about what is happening in the pictures. Children are beginning to make links in their learning, saying appropriate words as they point to pictures. The childminder acknowledges their responses with praise. Early literacy skills are promoted by the childminder as she regularly attends rhyme time and storytime, and children have their book stamped each time they borrow books at the local library. These simple activities help children develop the skills they need to be ready for school.

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who attend

Parents are asked to share information about their children's starting points or capabilities when their child first attends, to enable the childminder to fully plot their progress and development. Parents regularly share the learning journeys and verbally discuss their children's progress. They contribute information about the children's learning at home and talk to the childminder about the next steps in their learning. This ensures that children receive relevant support and continuity in their learning and development.

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

The childminder has good procedures to gather detailed, comprehensive information from parents so that she is aware of children's needs, interests and abilities. This enables her to offer children the appropriate support, resources and activities. The childminder ensures that she is fully aware of their preferences and usual routines, and incorporates these into her daily care. Children form close attachments with the childminder, which helps them to feel secure. As a result, new children settle quickly and enjoy their time at the setting.

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

Gentle encouragement by the childminder supports young children in understanding and managing their behaviour. For example, the childminder talks to them about taking turns and they are praised when they share. This also helps children to learn to respect one another. Children's independence is promoted as they are supported in exploring the resources and initiating their own play. This helps them to develop the skills required for future learning and also prepares them for the move to pre-school or school.

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

Children are supported well in developing their self-care skills as they get themselves dressed to go outside and start to use the potty. The childminder encourages children to develop a suitable awareness of the importance of healthy lifestyles. For example, they have daily opportunities to go outside, using the garden and local parks, and have a healthy snack menu. Children use their own towels to wash and dry their hands before eating. However, the childminder does not follow this up by talking to them about why they need to wash their hands or why they need to exercise. Therefore, their understanding of the importance of good hygiene procedures and the effects of exercise are not promoted to the full. Children develop a good understanding of how to keep themselves safe. For example, they demonstrate their newly acquired skill as they climb up and down the stairs safely.

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provision

Children are effectively safeguarded because the childminder demonstrates a secure knowledge of her role and responsibility with regard to protecting children. She has attended safeguarding training and has clear written procedures and information in place to support this area. The childminder meets the safeguarding and welfare requirements. The childminder completes a daily risk assessment of her home in order to ensure that children can play in a safe and secure environment. She shares a range of clear policies and procedures with parents that she implements into her daily practice.

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provision

The childminder is committed to improving her practice and has made significant improvements since her last inspection. She seeks advice from other professionals on how to maintain continuous improvement. For example, the manager of the children's centre visited to discuss how the childminder could adapt one of the rooms into a dedicated quiet area to benefit the younger children in her care. The childminder gains feedback from parents and children; however, these views, while positive, do not fully support her in further identifying areas for development. The childminder attends training whenever possible to update her knowledge and skills, and uses her knowledge of child development and the Early Years Foundation Stage guidance to support her in continually monitoring children's progress.

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provision

Partnerships with parents are strong and they speak very highly of the childminder. She ensures that she works with them to meet the needs of the children as effectively as she can. For example, she is looking at attending a course about boys and has asked a parent to also come along to enable them to work together and provide a consistent approach. Her good procedures for working with parents mean that children's care is consistent, and parents are well informed about their child's activities and progress. For example, she makes good use of the daily diaries and regularly shares children's assessment records. The childminder is open to receiving advice and guidance from various other professionals, securing appropriate interventions for children to receive the support they need. For example, she previously cared for a child with special educational needs and/or disabilities and encouraged play sessions with other workers within the childminding home. The

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provision

childminder has established links with other early years settings that the children attend and exchanges information so that they can work together to promote children's learning and development.

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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 EY380093 Local authority Hertfordshire Inspection number 878805 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 7

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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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