Childminder in Lincolnshire

Inspection date

Previous inspection date 20/05/2013 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

 The childminder is very attentive to children's feelings, interests and individual needs. She is warm and loving which helps children to develop a sense of belonging and security.  The childminder is committed to continuing her professional development in order to improve her practice, which benefits the children in her care.  The childminder is proactive in establishing generally strong relationships with parents and other early years providers, which makes a very good contribution to meeting children's continuity of care needs.  Children actively engage in an interesting range of hands-on learning experiences. The childminder responds to children's emerging needs and interest, successfully supporting their ongoing progress as they learn new skills.

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It is not yet outstanding because

 There is scope to improve the effectiveness of self-evaluation in order to enhance the continuous improvement of the provision.

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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 childminding room.

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Inspection activities

 The inspector spoke with the childminder, at appropriate times during the inspection.

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Inspection activities

 The inspector looked at children's scrap books, a selection of policies, procedures and children's records.

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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 older children in a house in Louth, Lincolnshire. The whole of the ground floor and the rear garden are used for childminding.

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Information about the setting

The childminder attends toddler groups. She visits the shops and park on a regular basis. She collects children from the local schools and nursery. There are currently seven children on roll, all of whom are in the early year's age group and attend for a variety of sessions. She operates all year round from 7am to 6pm, 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 the evaluation process through careful analysis of practice, which incorporates the views of parents, so that it is clearly targeted to help children achieve the highest levels of achievement.

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who attend

The childminder demonstrates she has a secure understanding of the learning and development requirements of the Statutory Framework for the Early Years Foundation Stage. The childminder completes effective observations of children in their play and uses these to identify children's next steps of learning and plan efficiently challenging activities. She understands that children learn through their interests and play and knows how to promote the learning and development of children well. Consequently, children make good progress in their learning. Tracking of children's progress means that next steps in their development are precise and prepare children well for their next stage, such as their eventual move to pre-school. The childminder is aware of her responsibilities to complete the Early Years Foundation Stage progress check at age two. She works well with other early years providers to ensure continuity of learning.

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who attend

The childminder currently cares for children under 36 months of age. She is aware of their individual needs and the importance of concentrating on the prime areas of learning. The childminder devotes uninterrupted time to children, sitting on the floor alongside them as they play. Some children need time and reassurance from the childminder, to feel safe and secure. She gives them gentle words of encouragement to explore what is around them and discover independently. The quality of teaching is good. The childminder gives meaning to the things that young children show interest in. For example, when they point to or pick up an item, the childminder tells them what it is. She continually talks to children about what is happening and what she is doing, so they make connections by linking words to actions. She responds to children's babbles, gestures and other ways they communicate when they want attention. For example, when they point to objects, the

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who attend

childminder responds by taking the child to look.

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who attend

During number activities, children read books that feature shapes and sing number rhymes. Babies are introduced to a stacking activity. These fun play experiences actively promote children's mathematical awareness. Messy play activities provide children with interesting hands-on learning experiences where they use their senses. For example, during a planned activity children have great fun eating, touching, smelling and feeling chocolate rice cereal as they make marks with the tractors through it. The delightful little garden, which is used as often as possible, provides children with lots of different experiences. For example, they learn about the growing cycle as they plant and water tomato and sunflower seeds. This supports their understanding of the natural world. Children develop confidence and physical skills because the childminder provides large toys and equipment that challenge them effectively. Young children who are beginning to

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who attend

take their first un-aided steps push wheeled toys to perfect their walking.

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who attend

Children spend time at local groups for interaction with their peers and visit the library to choose books for the setting, which supports their early literacy skills. Children participate in a good range of activities, which help them gain awareness of their own culture and that of others. For instance, when finding out about celebrations such as Chinese New Year and Vaisakhi, the children are invited to make and taste a variety of cultural delicacies. The childminder works closely with parents during settling in to understand children's family life and backgrounds. She finds out their likes and activities out of the home, as well as home routines, in order to plan to promote their welfare in the setting. She gains a thorough picture of where children are at in their learning, collecting good information regarding their starting points, in order to enable an effective assessment from the onset. Parents benefit from discussing their children's progress each day with the

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who attend

childminder and are encouraged to regularly comment on learning and development from home through the daily communication diary. This ensures continuity of care.

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

Children's personal, social and emotional development is addressed well by the childminder. Children form loving attachments with her. She develops a close and genuine bond with children. Children's emotional security is initially addressed well because a good settling-in period is agreed with parents. Children benefit from sensitive interactions and learn from the childminder's positive role modelling. Children clearly demonstrate that they feel safe and comfortable in her care. The childminder makes sure that all children feel valued and included, involving them during play activities. This gives children the confidence to independently explore their environment and therefore, extends their own learning. Resources are of a good quality and there is a good range to choose from. These are attractively laid out and relevant to children's current interests. For instance, babies enjoy the sensory experience of a treasure basket. Children freely access chosen toys,

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

helping to foster their independence. They are very happy and content and they develop confidence in exploring their environment well.

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

The childminder boosts children's self-esteem by using praise and encouragement as a strategy for managing behaviour. Children are supported to behave appropriately as they earn rewards for good behaviour to buy resources for the setting. The childminder gently guides and supports children's understanding of maintaining their own personal care, such as washing their hands before they eat. The range of healthy snacks provided meet children's nutritional needs. Children are well nourished with balanced meals that have been well thought out by the childminder and are freshly prepared. Babies are encouraged to hold the spoon with the childminder and guide food to their mouths. They make their feelings known, for example, turning or shaking their heads when they have had enough to eat. Children visit local parks to further enhance their large physical skills. The childminder encourages children to be active and explore, while also teaching them to be

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

safe. For example, they are encouraged to sit down when they reach the top of the slide to prevent them from falling. Children regularly engage in important practices, such as fire drills, to help them gain an understanding of how to keep themselves safe. The childminder ensures that children are well prepared for their transition into other early years settings and reception class in school. For example, they get used to socialising with other adults and children when the childminder takes them on outings to local toddler groups.

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provision

The childminder is fully aware of the requirements within the Statutory Framework for the Early Years Foundation Stage. She uses this and the Development Matters in the Early Years Foundation Stage guidance to ensure that she monitors the educational programmes effectively so that each child achieves within the seven areas of learning. Consequently, children make good progress. The childminder demonstrates a clear understanding of her responsibilities which helps to protect children from harm. Necessary checks for family members have been completed. The childminder keeps her safeguarding knowledge up-to-date through e-learning courses.

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provision

A range of polices to safeguard children and promote their well-being are in place and these are shared with parents. Children's safety is promoted further because the childminder ensures that the environment is safe and secure when children are present and undertakes risk assessments prior to excursions outside of the home. Children are safeguarded and their welfare protected through the childminder implementing her effective policies and procedures. The childminder holds a current first aid certificate to ensure that she can confidently deal with any accidents if and when they arise.

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provision

The childminder is beginning to identify some areas of strength and areas which require development. In the short time since she has been childminding, she has identified several worthwhile training courses to develop her knowledge and skills. She has established her healthy eating ethos and created a well-balanced menu of lunches that the majority of parents take advantage of. The childminder has put a lot of work into continuously developing her observations, assessments and tracking. The progress she has made by doing so is very noticeable. However, she has not fully developed systems of thorough self-evaluation which fully take into account the views of parents. Therefore, consideration is not being given to all aspects of her provision to ensure that she knows the different ways to meet the needs of children from the parents' perspective.

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provision

The childminder has established successful partnerships with parents with whom she is committed to develop trusting relationships. She uses daily discussions and daily dairies to and keep parents closely informed about what their children have been doing while in her care. The childminder has a strong commitment to promoting the learning and development requirements. She works well with other early years settings by sharing information about children's development. This enables her to adjust the care she offers to suit their individual needs. She is aware of the importance of working in partnership with other agencies and providers where necessary to support children's care and learning.

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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 EY452172 Local authority Lincolnshire Inspection number 894654 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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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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