Childminder in Lincolnshire

Inspection date

Previous inspection date 28/06/2013 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 are progressing well due to the attentive care they receive. The childminder uses their interests to plan motivating and challenging ways to extend their learning further.  Children have developed secure attachments with the childminder who provides nurturing support and consistent routines. This means that they are happy, secure and are developing self-esteem and a sense of belonging.  The childminder has a good understanding of safeguarding, and health and safety procedures. This helps to ensure children remain safe and secure while in her care.  Partnership working with parents is exceptionally good. The consistent exchange of robust information results in children's individual needs being respected and met. This enables every child to make progress from their starting points.

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It is not yet outstanding because

 There is scope for further development of the outdoor area in order to provide the younger children with more rich, interesting and challenging experiences.

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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 playroom, lounge and kitchen.

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Inspection activities

 The inspector took account of the views of parents as detailed in questionnaires used in self-evaluation.  The inspector spoke to the childminder throughout the inspection.

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Inspection activities

 The inspector looked at a selection of policies and procedures, assessment records, the childminder's self-evaluation and a range of other documentation.

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Information about the setting

The childminder was registered in 2013. She lives with her two school-age children in Witham St. Hughs, a village located between Lincoln and Newark. The whole house is used for childminding and there is an enclosed garden available for outside play. Children are mainly cared for on the ground floor, accessing the first floor for eating, messy play and sleeping during the day. The second floor is used when the childminder provides overnight care.

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Information about the setting

The childminder is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. There are currently four children on roll, of whom three are within the early years age group and all attend for a variety of sessions. She provides care Monday to Friday all year round, from 7.30am to 6pm, except for family holidays. The childminder takes and collects children from the local schools and pre- schools.

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

 enhance the outdoor area in order to provide the younger children with more stimulating, interesting and challenging experiences by, for example, providing a wider range of resources.

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who attend

The childminder is secure in her knowledge and understanding of how children learn and develop. She regularly observes children's play and records their achievements well. This allows her to accurately assess children's stage of development across all areas so that she is able to effectively plan for the next steps in their learning. Effective arrangements are used to identify children's starting points and capabilities on entry. This is carried out with parents to ensure a good level of detail is obtained. The childminder offers a wide range of activities to support children to make good progress in their learning and development based around their interests. For example, the current theme is focused on body parts as the children are beginning to show an interest in themselves. The childminder enhances the environment with mirrors and books to support and develop self-awareness.

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who attend

Children can access a wide variety of age-appropriate resources within the indoor environment. However, there is scope for further development of the outdoor area in order to provide the younger children with more rich, interesting and challenging experiences. For example, providing a wider range of resources for them to explore different textures. Children have regular opportunities to explore their local community by visits to the local park to feed the ducks and to see the horses. This supports their understanding of the world and their physical development.

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who attend

The childminder successfully supports children's communication and language skills by talking to them and building on their vocabulary. As a result, young children are learning to communicate effectively and are making very good progress in this area. Mathematical language is embedded in everyday tasks. For example, when going up and down the stairs the childminder counts the steps. As a result, children begin to develop an awareness of numbers. This means that the childminder supports children well and helps them develop the skills needed for their next stage in learning and on to school where appropriate.

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who attend

As well as regular verbal exchanges with parents when children are dropped off and collected, a daily diary is used to communicate relevant information. This ensures effective two-way communication is taking place. Parents can access their child's assessment records at any time and are kept informed about children's progress on a regular basis. Parents share children's interests, experiences and achievements from home, which allows the childminder to utilise this information to challenge children further.

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

Children are happy and secure in their daily routine, which effectively supports their care, learning and development. The childminder continually discusses children's home routines with parents to ensure she is consistent in meeting their needs. She works closely with parents to plan a settling-in process that is tailored to suit individual family needs. For example, the childminder will visit children in their own home in order to get to know the family better prior to starting. This supports the children in making a smooth transition between home and the setting. Children's emotional well-being is well supported through receiving lots of warmth and affection from the childminder. This results in children developing strong relationships with the childminder and feeling safe and secure in her care.

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

The childminder uses effective methods to support children's understanding of equality and diversity. She celebrates a handful of festivals from around the world and children have access to resources that reflect positive images of the diverse society. As a result, children learn that they have similarities and differences that connect them to, and distinguish them from others. Care practices are good and support children's emotional well-being and welfare. The childminder maintains children's good health through effective hygiene routines and offers young children support to become independent in their self- care skills. For example, young children are encouraged to feed themselves at meal times with close support, encouragement and praise from the childminder. Children's behaviour is good due to the clear boundaries and gentle guidance provided by the childminder. For example, children remove their shoes when they enter the setting, which encourages

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

children to respond to the feelings and wishes of others. Children learn about keeping safe. For example, they practise the fire drill so they know what to do in an emergency. Children have opportunities for fresh air and exercise on their daily walks to and from school, regular visits to the park and when playing in the garden. The childminder attends regular sessions at the local children's centre to provide opportunities to build on children's social skills and form friendships. This helps to prepare children towards future transitions for their next stage in learning.

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provision

The childminder plans and provides an effective learning environment that supports children's development in all areas based on their interests. Observation records consistently show children's achievements and next steps are clearly identified in each child's development in order to challenge them further. The childminder effectively monitors children's progress well and all children achieve and exceed expected levels of development in all areas.

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provision

The childminder is secure in her knowledge of the safeguarding and welfare requirements and is meeting these well. She clearly understands how to safeguard and protect children from harm and how to contact relevant agencies when necessary. Detailed risk assessments regularly help her to identify any possible hazards in the home or on outings. This allows the childminder to take immediate action on potential risks to the children. For example, a bag of pegs were given to the children to play with, but were found to easily break, exposing small parts. These were immediately removed to prevent potential harm to the children. Children benefit from a range of safety measures around the home to include stairgates and smoke detectors. As a result, children learn to be independent and are free to explore in a safe and secure environment.

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provision

Relationships with parents are strong and the childminder works closely with them to ensure children's needs are met. Parents' views are gained through completed questionnaires which contribute to improvement and express positive comments about the childminder. For example, 'she exceeded our expectations', 'it's obvious she has a real bond with you' and that their child is 'well looked after in her care'. The childminder also has strong links with the local school, children's centre and attends a weekly childminder's hub. This supports her to continually improve her knowledge, understanding and practice and make strong contributions to meet children's needs.

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provision

Effective self-evaluation means that the childminder is able to continually improve her practice. Strengths and weaknesses are effectively identified and an improvement plan is in place with the garden as the main focus for 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 EY457978 Local authority Lincolnshire Inspection number 902182 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 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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