Shotbolt, Sarah Louise

Inspection date

Previous inspection date 18/04/2013 01/10/2012

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early years provision

This inspection: 2 Previous inspection: 2 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 works closely with everyone who is involved with the child, sharing and exchanging information to ensure their care needs are met and their learning continually promoted.  Children happily take part in an interesting range of adult-led and child-initiated play experiences. Observational assessments monitor each child's progress towards the early learning goals. They are also used to inform individualised future planning to ensure every child achieves to their full potential.  Children thrive in the well-resourced indoor and outdoor learning environments, which are effectively organised to create stimulating, accessible play spaces for each child.

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It is not yet outstanding because

 The childminder does not always extend children's communication skills by consistently providing them with 'thinking time'. For example, the childminder occasionally answers her own questions as she does not always allow children enough time to think about what she has said and to then respond with their own answer.  Opportunities for children to develop their spoken English skills are not always maximised for children who speak English as an additional language. This is because there is scope to more effectively promote parents' knowledge of the benefits of providing key words in the child's home language, to enable adults to use them to further support children's use of English.

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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 and care routines in the ground floor rooms and in the outside play area. She also conducted a joint observation with the childminder.

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Inspection activities

 The inspector spoke with the children, the childminder and other adults caring for children during the course of the inspection.

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Inspection activities

 The inspector looked at planning, observation and assessment records, as well as other relevant documentation including the childminder's self-evaluation.

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Inspection activities

 The inspector took account of the views of parents through written information included in the self-evaluation.

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Information about the setting

The childminder registered in 2007 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She is registered to work from her own home and the home of a co-childminder and because she mainly provides care from the home of the co-childminder, this is her main setting. The co-childminder lives with her husband and teenage son in Immingham, North East Lincolnshire. The family keep a dog, three cats, two rabbits and a hedgehog as pets. The ground floor of the home and the rear garden are used for childminding.

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Information about the setting

The childminder works with another childminder and an assistant. When working together they can increase the number of children being care for. There are currently 29 children on roll, 17 of whom are within the early years age range and attend for a variety of sessions. They offer care to children aged over five years up to the age of 14 years. The childminder collects children from the local schools and pre-schools and she provides care Monday to Friday from 7am to 6pm, except bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 4.

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

 help parents to fully understand the importance of providing key words in the child's home language to enable adults to show children how to pronounce or use these words by responding and repeating them in English

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

 extend children's communication skills by giving them 'thinking time', for example, wait for them to think about what they want to say and to put their thoughts into words.

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who attend

Children have lots of fun in the well-resourced indoor and outdoor environment. The effective use of space and resources creates accessible play spaces for children, which promote the seven areas of learning. Children develop confidence in their surroundings as they freely choose their play resources, with the childminder engaging in their play, supporting their active learning. She does this through chatting to children and asking questions, which helps to develop their critical thinking skills. However, the childminder does not always allow children enough 'thinking time' when she asks them questions, as she sometimes responds for them. This results in children's communication sometimes not always being fully maximised.

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who attend

Individual planning is completed for each child to fully ensure activities and future play experiences are planned in line with their developmental needs and interests. Observational assessments track each child's progress from their starting points and are used to identify and plan for their next steps for learning. This ensures every child achieves to their full potential in all areas of learning. Improvements to the childminder's knowledge of the progress check at age two enable her to complete these reports and to share them with parents. Ongoing progress reports are also completed on each child, providing parents with a good overview of their child's progress in all areas of learning. Parents are actively encouraged to contribute to their children's learning and development by sharing information from home. This enables the childminder to build on what children already know and can do. This results in the learning and development requirements

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who attend

being fully met as the childminder supports children's ongoing progress towards the early learning goals.

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who attend

The childminder works well with children with English as an additional language, ensuring they are integrated into the setting. She uses mainly good techniques to support children's understanding and use of English as she speaks slowly and clearly to children, continually advising and discussing what she is doing. This is especially important for younger children and for children with English as an additional language as it helps to promote their language skills. For example, when playing in the sand, children hide the animals and use gestures and sounds to encourage the childminder to find the animals. The childminder discusses what she is doing and which animal she is trying to find, reinforcing the words each time she completes the activity with the child. This helps to develop their understanding of English. However, there is room for the childminder to explain to parents the benefits of providing key words in their child's home language. This ensures the

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who attend

childminder maximises opportunities to use words in the child's home language during their play in order to more effectively support children's spoken English skills.

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who attend

Children enjoy colouring frog pictures and then sticking coloured spots onto their picture. The childminder encourages children to count the number of spots they use, which promotes their counting skills. The childminder initially begins to cut a child's frog picture out but when she notices their interest in what she is doing, she asks if they would like to cut their own picture out. The child eagerly takes the scissors and is supported to use them as they successfully cut their own picture out. This shows how the childminder responds to children's emerging needs, utilising them to develop and expand their skills. Activities become more structured as children get older, which provides them with the skills needed for starting school. Children become more focused on activities as their attention spans develop, which enables the childminder to provide more challenging experiences by increasing the range of adult-led activities they engage in.

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

The childminder works well with parents, developing effective channels of communication to share and exchange information. This results in children feeling settled and secure as their individual needs are valued and met. As the childminder works with a co-childminder and an assistant, each child is assigned a key person. This person establishes a close bond with the child, helping them to feel emotionally secure as their specific needs are met and their learning promoted. Children develop confidence as they move around the indoor and outdoor play space, independently accessing and choosing what they want to play with. This enables children to make their own choices, with the childminder always on hand to engage and support them in their chosen play. Photographs of children engaged in recent play experiences are displayed around the setting. This helps children to recall past events as well as providing them with a sense of belonging. Children benefit from continuity of

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

care and learning as the childminder also develops effective links with other providers where the care of children is shared. This results in the constant exchange of information, which enables all settings to work together to support children's ongoing progress and development.

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

Children's awareness of safety is promoted during discussions, regular and planned events. For example, children continually learn about road safety during outings. Their awareness of this is further extended during planned experiences, where police officers visit the setting to discuss and promote their road safety awareness. Positive reinforcement helps children to make healthy life style choices and to learn about being healthy. For example, children benefit from nutritious meals and snacks and they adopt good health and hygiene practices as these are reinforced during the daily routine by the childminder. The childminder has made improvements to further support children's growing independence with their health and self-care skills by allowing them to pour their own drinks at snack time and to always use the sink when washing their hands. Children's awareness of healthy and unhealthy habits is explored when the childminder reads the

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

'Dirtie Birtie' story. Children engage in lots of physical outdoor play experiences, promoting their skills as they learn about the importance of being active.

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

Children develop good social skills as they learn to play and interact cooperatively with their peers. Their good behaviour is promoted through the use of positive discipline, which also helps to promote their self-esteem. This helps children to be emotionally ready for starting school. The childminder also eases children's transition to pre-school and school by taking younger children on the school run with her just before they are due to start at their new setting. This develops children's confidence as they become familiar with the new setting. Information relating to children's progress and development is also passed onto the new setting, providing them with clear information on the child's starting points. This enables them to continue to promote the child's development.

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provision

The childminder is well aware of her roles and responsibilities, implementing the setting's effective policies and procedures to safeguard children and promote their welfare. Children's health and safety is effectively protected at all times. For example, children enjoy playing in the well-resourced home and garden, which are securely maintained. Risk assessments are conducted throughout the home and on outings to ensure potential hazards are identified and minimised in all areas. Clear outings procedures are adhered to and children are constantly supervised to ensure they are protected from potential harm. The childminder holds a paediatric first aid certificate, as do all adults who work with children and she has a good knowledge of child protection procedures. This helps to maintain children's well-being. Partnership working with parents and other providers is good. Clear information is continually shared and exchanged with everyone who works

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provision

with the child, promoting a consistent approach to their care and learning.

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provision

The childminder works well with the co-childminder and the assistant, valuing and respecting respect each child in line with their backgrounds and beliefs. This promotes the inclusion of all children. The childminder ensures anyone living in the home or working with children is known by Ofsted, which ensures all relevant suitability checks are carried out. This results in children's being protected as they are cared for by suitable people. All adults working with children are motivated and their future training needs are identified through the childminder's improved processes for supervision and appraisals. This helps all adults to maintain good standards as they keep up-to-date with current practice issues through training. The childminder effectively monitors and evaluates her whole provision through self-evaluation. This includes seeking the views of all users, providing her with a good overview of her whole provision, which leads to the identification of clear targets for

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provision

future development. This results in children continually benefitting from improved practice to their care and learning. The childminder also monitors the educational programmes to ensure all children are achieving within the seven areas of learning. All of this contributes to the childminder effectively meeting the requirements of the Early Years Foundation Stage.

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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 EY355648 Local authority North East Lincolnshire Inspection number 905060 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 29

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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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