Childminder in Lincolnshire

Inspection date

Previous inspection date 26/07/2013 05/06/2009

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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 has a good knowledge and understanding of how children learn and develop. She assesses their skills and uses the information to plan for the next steps in their learning.  Children's learning and development is shared with parents, who are encouraged to share information about their child's ongoing development at home. This promotes consistency in their learning and promotes effective partnerships.  The childminder makes sure that her home is safe and well-organised, and that children can select resources for themselves. This helps them grow in confidence and develop independence.  Children form secure attachments with the childminder through the gradual settling-in process. This encourages them to feel relaxed, confident and secure.

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It is not yet outstanding because

 There is scope to improve the two-way flow of information with other settings to consistently support children's learning and help them to make the best possible progress.  Children's good understanding of diversity, similarities and differences is not extended, with regard to languages and writing from around the world.

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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 taking place in the garden and conservatory.  The inspector viewed the areas of the premises and garden used for childminding.  The inspector took account of the views of written feedback from parents.

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Inspection activities

 The inspector looked at children's observation and assessment records, the register of attendance and children's records.

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Information about the setting

The childminder was registered in 2008 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, two children aged four and five years and an adult child in Deeping St. James, Lincolnshire. The whole of the ground floor of the childminder's house is used for childminding. There is an enclosed rear garden for outdoor play. The family has a small dog. The childminder attends a toddler group and activities, and she visits the shops and park on a regular basis. The childminder is registered to work with another childminder.

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Information about the setting

There is currently one child on roll, who is the early years age group and attends full-time. The childminder operates all year round from 8am to 6pm, Monday to Friday, except for family holidays. The childminder is a member of Professional Association for Childcare and Early Years

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

 strengthen the two-way communication with other to fully support their children's learning and therefore help them to make best progress

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

 extend children's awareness of the wider world, especially with regard to language and writing providing labels and posters within the learning environment.

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who attend

The childminder's practice is based on a firm understanding of the Early Years Foundation Stage and how to promote children's learning and development. As a result, she successfully supports children in making good progress, which prepares them effectively for nursery or school. Through detailed observations, she identifies their interests, which enable her to provide a wide range of interesting and challenging play experiences that take into account the individual needs of each child. The childminder uses her observations to record progress, and photographs, which are shared with parents, reflect children's enjoyment. Parents share comprehensive information about their children's starting points at the start of their child's placement. and the childminder uses learning journals effectively to record all aspects of their learning and shares them with parents on a very regular basis. She actively seeks their views and ideas, and the good

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who attend

communication enables them to share their child's learning at home. This ensures continuity of care for the child and supports their development very well.

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who attend

Children's independence is promoted as they help themselves to toys and resources to support their play. The childminder provides a well-organised home, which enables children to move safely and confidently between all areas. The quality of teaching is good. The childminder gives high priority to the prime and specific areas of learning with children in the early years. She can identify when early intervention may be needed to ensure that all children receive appropriate support. Children become confident communicators as the childminder frequently reads stories and focuses on rhyming words and songs. As a result, children's listening skills are well promoted. She encourages young children to take part by pointing to pictures. The childminder uses open-ended questions such as, 'Where has the ball gone?' as a child places different sized balls into a drainpipe, watches them gradually move through the holes to the end of the run, picks them up and

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who attend

repeats it over and over again. Consequently, children's critically thinking and problem- solving skills are effectively stimulated as they seek to respond to the question.

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who attend

Children's understanding of the world is developing as they investigate a range of electronic toys to find out how they work by pushing buttons and turning knobs. This is also in place within role play as the children pretend to visit the shop collecting foods, which the childminder scans while they wait to pay. Children learn about different festivals and cultural events throughout the year. They try foods from different countries. Resources reflect people from around the world and those with disabilities. However, there is scope to improve children's understanding of different languages and writing to further enhance their awareness of the wider world.

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who attend

Children develop their creative skills effectively as they enjoy a wide range of art and craft activities. They develop their early writing skills as they make marks and patterns in gloop and the wet sand. They model with dough, skilfully using rollers and cutters to make shapes. Consequently, children's dexterity and hand-eye coordination are developing well.

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

Children's safety is paramount and all areas of the home and garden are safe and secure. A record of all visitors to the home is maintained and no one is left unattended with the children. Comprehensive, written risk assessments of the premises, trips and outings ensure children play safely. Assessments identify potential risks and the steps taken by the childminder to minimise them. Safety is further supported by the visual checks she makes each day prior to the children arriving. Children's understanding of their own safety is encouraged through reinforcing road safety when out, and they regularly practise the emergency evacuation procedure in the event of a fire. Therefore, children remain safe.

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

The childminder is a good role model to the children. She is fair, calm and consistent when dealing with behaviour and actively involves the children in writing the house rules. She encourages them to be kind, share the toys and to show respect to each other. Children's self-esteem and confidence continually grows as they receive lots of praise and encouragement throughout the day. Children's social skills flourish as they meet with other children and familiar adults. This helps to prepare them for the transition to nursery or school.

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

Children benefit from plenty of fresh air and exercise. They access the garden freely which promotes their physical development as they play with wheeled toys, tunnels, balls and playhouse. Children develop a good awareness of their own personal hygiene through appropriate hand washing throughout the day. Their independence increases as they make choices with regard to their snacks and lunch and feed themselves. Children's emotional development is nurtured very well and they develop secure, trusting relationships with the childminder as they are gradually introduced into her care. Affection is readily given and received, which promotes children's sense of belonging and security.

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provision

The childminder has a secure understanding of her role and responsibility with regard to safeguarding children. They are kept safe and protected from harm as she has a clear understanding of the procedures to follow in the event of any concerns about a child in her care. Well-written policies and procedures are in place that reflect the ethos of care and are shared with parents. The childminder meets all regulatory requirements as she keeps required records, which record children's details and individual requirements. All adults within the home have completed necessary suitability checks to ensure they are safe to be in the proximity of children. As a result, children are kept safe.

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provision

The childminder has a strong commitment to keeping her knowledge of good childcare up to date through ongoing training and professional development. She undertakes a wide variety of courses to enable her to continually enhance the service she provides. The childminder values comments from parents, and she actively seeks their views and opinions about the care she provides. All comments are evaluated enabling her to identify particular strengths and areas that could be developed further. Through the evaluation of her service, she is able to set appropriate targets for improvement, which has a positive impact on the children she cares for.

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provision

Good working relationships have been formed with parents who speak highly of the care provided. Detailed discussion at the start of their child's placement ensures that their individual needs are well-known and incorporated into the day. This contributes to ensuring the transition from home to the childminder's care is a relaxed and happy as possible. Daily communication takes place, and parents receive written information about their child's day, their progress and achievements. The childminder understands the importance of sharing information with other settings children may attend, enabling them to work together to support children's learning. However, there is scope to develop the current process for communication further. The childminder makes good use of relevant guidance to ensure any gaps in children's learning are identified enabling swift action to be taken. Planning is displayed for parents to see and takes account of children's interests.

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provision

This enables parents to see what their child has enjoyed each day. The childminder has completed the progress check at age two alongside parents, which is readily available for parents to share with other health professionals. As a result, she is able to effectively monitor children's progress and achievements, and to plan an interesting and challenging curriculum for all children.

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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 EY382437 Local authority Lincolnshire Inspection number 902606 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 1

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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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