Childminder in North East Lincolnshire

Inspection date

Previous inspection date 20/05/2013 Not Applicable

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 Children's language, communication and critical thinking skills are promoted as the childminder appropriately repeats words and asks questions as they play.  Children's health and safety is protected through the vigilance of the childminder. They are continually supervised, with the childminder using discussions and regular events to promote children's awareness of how to stay safe.  Children relate well to the childminder, showing security in their surroundings. They freely select their own play materials from the developmentally appropriate range provided, which enables them to make their own choices and decisions.

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It is not yet good because

 The childminder is not yet making effective use of the information she gathers from observing children at play. Consequently, this means that children do not make the best possible progress.  Insufficient information about children's progress and next steps is shared to enable the childminder to complement the learning they receive elsewhere and to enable parents to continue to promote their children's learning at home.  Children do not fully benefit from outside play because the resources are limited and do not help to create a stimulating space in which to play.  Self-evaluation is in the early stages of development and is not yet effective in driving continuous 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 children's play within the ground floor rooms and outside play area.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the inspection. She also conducted joint observations with the childminder.

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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 one child aged 22 months in Grimsby, North East Lincolnshire. The whole of the ground floor, one bedroom on the first floor and the rear garden are used for childminding. The family has dog, two rabbits, three cats and a tank of fish 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 four children on roll, three of whom are in the early years age group and attend for a variety of sessions. She operates all year round, from 7.30am to 6pm, Monday to Saturday, except for family holidays.

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must:

 use information obtained from observing children to understand their level of achievement, interests and learning styles. Shape learning experiences for each child reflecting those observations to help children make the best possible progress in their learning and development

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must:

 provide parents with information regarding how to continue to support their child's development at home and also develop closer links with other providers where the care of children is shared to fully complement the learning the children receive.

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

 extend outdoor play resources to create a fully stimulating space which covers all areas of learning and enables children to freely explore, build, move, role play, draw and be creative

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

 implement thorough and focused self-evaluation which includes the views of parents and children and strengthens the links between identified priorities and plans to secure continuous improvement.

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who attend

Children have fun as they enjoy playing in the warm and welcoming home. They make their own decisions as they freely choose which resources to play with from the developmentally appropriate range provided inside. The childminder also regularly asks children if they would like to play outside, which also enables them to make the choice about where to play. Children's physical skills are promoted during outside play and they also engage in other play experiences, which promote some areas of learning. For example, they have fun playing on the ride on scooters and they also like digging in soil as they plant and grow sunflowers. However, the childminder does not provide many resources for the children to access during outside play. This means that the outdoor environment is not as stimulating as possible. For example, there are limited opportunities for children to freely explore, move, build, role play and be creative. Children are

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who attend

encouraged to be independent with their health and self-care skills and to be sociable. This helps them to develop the basic skills needed for starting school.

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who attend

Children's language is promoted as the childminder appropriately repeats and reinforces words as they play. The childminder also asks them some good questions, which helps to promote children's communication and critical thinking skills. Activities are planned around children's interests and different themes. This provides children with some generally good hands-on learning opportunities. For example, during a theme based on animals, children enjoy touching and feeling a mixture of real and plastic leaves as they search through them to find the pretend bugs. The childminder helps children to identify the different bugs and when they find a plastic spider she encourages them to count how many legs it has got. Children then enjoy using the magnifying glass as they continue to look at the bugs they find. They enjoy taking part in a suitable range of art and craft activities, such as decorating an animal mask, which enables them to appropriately develop their

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who attend

creativity. Children use a small white board and special pens to make marks and to draw pictures. They also enjoy rubbing these out and starting over again.

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who attend

Observational files are in the early stages of development, with the childminder beginning to link her observations to some areas of learning. This enables the childminder to identify and plan suitable next steps for children, in relation to the areas she has observed. However, the childminder is not yet making full use of the information gathered to ensure every child is making the best progress. Information sharing processes regarding children's ongoing progress and their next steps for learning are also not yet fully established with parents and other providers. This prevents everyone from working effectively together to continually promote continuity of care and learning for each child. For example, comprehensive information is not fully obtained from other providers, which prevents the childminder from complimenting and building-on what children already know and can do. Also, children's next steps are not always fully shared with parents, which

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who attend

results in some missed opportunities for them to continue to promote their children's learning at home.

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

Children are happy and show confidence in the childminder's care. The childminder works with parents, gathering appropriate information on children's care needs when they first start. This promotes the inclusion of all children as the childminder uses this information to ensure each child is respected and valued in line with their backgrounds and beliefs. It also helps children to develop a secure emotional attachment to the childminder.

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

Children's independence is promoted as they freely select their own play resources and their social skills are promoted as they engage in play with the childminder and their peers. The childminder also helps children to develop confidence in their own abilities, ensuring they are emotionally and socially ready for their transition to school. Children behave well as the childminder uses praise and encouragement to promote their self- esteem.

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

Children's awareness of how to be healthy and safe is promoted through their play, discussions and regular events. For example, children are encouraged to make healthy lifestyle choices as they benefit from eating healthy meals and snacks. Positive reinforcement during the course of the day, helps children to adopt and learn good health and hygiene routines. Children enjoy active play as they have fun engaging in daily outdoor play opportunities. They learn how to cross the road safely on outings and through discussion, the childminder helps children to understand how to behave safely around animals, such as dogs. For example, the childminder discusses that animals are all different and children should, therefore, be careful around them and not presume they are friendly.

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provision

The welfare and safeguarding requirements of the Early Years Foundation Stage are met through the childminder implementing her clear policies and procedures. All relevant documents and records are in place and appropriately completed. This ensures children's well-being is protected and meets their needs. Children's welfare is maintained through the childminder holding a current paediatric first aid certificate and because they are always closely supervised. The childminder follows clear outings procedures and continually risk assesses all areas used by children to fully ensure they are safe and suitable. Children are further protected through the childminder's suitable knowledge of child protection procedures.

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provision

The childminder works in partnership with parents and other providers to ensure children's care needs are fully met. Parents receive information on their children's daily care routines and observational assessment records, detailing some information on their achievements; these are made available for them to see at any time. The childminder is committed to providing children with a warm and nurturing home, where they are well-cared for and appropriately learn through play. She uses a suitable process of self-evaluation to monitor her provision and the educational programmes. This enables her to identify her setting's strengths and areas for further development. However, as the childminder has only been operational for a short period of time, targets for improvement have yet to be fully implemented and embedded in practice to ensure children benefit from enhanced care and learning experiences within all areas.

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provision

Parents confirm they are happy with the childminder's care and the service she provides. They use words like 'fantastic' and 'excellent' when describing the childminder's provision. They also confirm that they have made the right choice for their children when choosing the childminder to be their provider.

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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 EY455295 Local authority North East Lincolnshire Inspection number 893131 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 4

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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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