Childminder in Lincolnshire

Inspection date

Previous inspection date 09/09/2013 27/01/2011

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early years provision

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

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This provision is satisfactory

 Children relate well and they show secure emotional attachments to the childminder. This is because she works with parents, gathering some key information when children first start.  Children's learning is suitably promoted as they engage in an interesting range of activities and play experiences, which stem from their interests and requests. The indoor and outdoor environments are also well resourced to meet children's needs.  The childminder's clear safeguarding children policy and her knowledge of child protection issues, result in the safety of children being maintained at all times.

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It is not yet good because

 Assessments of children's progress are not always used to accurately monitor their achievements to fully ensure each child is making good progress within all areas of learning.  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 key words in each child's home language are not obtained, which prevents the childminder from using these to further support children's understanding of English.  A thorough process of self-evaluation is not in place to accurately monitor and evaluate the whole provision so that targets for development are identified in all areas to enable children to continually benefit from good standards of care and learning.

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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 she looked at the outside play area.

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Inspection activities

 The inspector spoke with the children and the childminder 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.

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Inspection activities

 The inspector took account of the views of parents through written information included in children's two-year-old progress checks.

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Information about the setting

The childminder was registered in 1999 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two teenage nieces in a house in Lincoln. The whole of the ground floor and the rear garden are used for childminding. The childminder either works alone or with one of her two assistants, which then allows her to increase the number of children she provides care for in the early years age range.

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Information about the setting

The childminder visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently six children on roll within the early years age group who attend for a variety of sessions. The childminder supports a number of children who speak English as an additional language. She operates all year round from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays.

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must:

 ensure children's progress is more accurately monitored to ensure every child is fully achieving within all areas of learning.

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

 ascertain key words in children's home languages to enable adults to show children how to pronounce or use these words by responding and repeating them in English to further maximise children's communication and speaking skills

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

 develop a thorough process of self-evaluation which more accurately monitors and evaluates the whole provision, by referring to current guidance like the Evaluation schedule for inspections of registered early years provision, to identify clear targets for further development in all areas so that children continually benefit from good standards of care and learning.

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who attend

Children have fun in the well-resourced indoor and outdoor environments. They freely access a good range of developmentally appropriate toys and resources, which meet their needs. They enjoy engaging in hands-on learning experiences and are suitably supported by the childminder in their play. This helps children to make satisfactory progress in their learning and development. Activities are planned around children's interests and requests and when the childminder actively engages in their chosen play, she creates more effective learning experiences. For example, children respond positively when the childminder suggests that they get the play dough out. Children spend a short period of time at the table playing with the play dough resources before moving off to find something else to play with. However, when the childminder redirects children back to the table and sits down with them, this reignites their interest. As the childminder engages in

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who attend

their play, one child uses their imagination as they use the resources to manipulate the dough as they make a bug. Another child enjoys using a battery operated screw driver to make marks in the dough and the childminder further promotes their skills by incorporating simple counting into the experience. While the childminder remains at the table actively engaging in children's play, their interest is successfully maintained for a good length of time and their critical thinking skills are promoted. The childminder uses ongoing observational assessments and a 'progress check at age two', to monitor children's progress and to identify some next steps for learning. However, ongoing assessments of children's progress are not always fully up-to-date. Therefore, they do not always accurately show children's true progress to fully ensure each child is achieving within all areas of learning. Verbal communication, accessible assessment files and written

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who attend

progress reports at age two, keep parents informed of their children's achievements and allow them to be part of their child's ongoing learning.

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who attend

Children benefit from trips to the park and playing in the garden, which supports their physical skills. They also benefit from going on walks to collect blackberries, which they then enjoy making into pies. Children's awareness of the natural world is supported when they go in the search of bugs in the garden and when they make fat balls for birds to eat. They enjoy being creative as they explore paint using their hands, brushes and sponges. Their early writing skills are promoted when they mark marks in cornflour and hair gel. The childminder chats to children when she engages in their play, helping to promote their active learning and critical thinking. As children get older she begins to ask them questions to further support their language skills. For children whom use English as an additional language, the childminder speaks more slowly and uses lots of gestures and simple words to aid the development of their basic language skills. However, she has not obtained key

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who attend

words in each child's home language, which prevents her from using these words and then repeating and reinforcing these in English to fully maximise all children's understanding and use of English. The childminder oversees the work of her assistants who also appropriately engage with children. They all work together to adequately support children's development as they prepare them for the next steps in their learning, such as starting school.

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

Children relate well to the childminder and they show confidence and security in her care. They develop secure emotional attachments to the childminder as she works with their parents, gathering some clear information on their individual needs. This helps her to meet their specific needs in line with their backgrounds and beliefs and to also helps children to feel settled. The childminder verbally communicates with other providers when the care of children is shared, exchanging relevant information to promote continuity of care and learning for each child. Children's transition to school is supported through the childminder building on their confidence and development of their self-care skills. She also discusses the process of starting school with them and introduces them to their new setting, which emotionally prepares them for this transition.

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

Children remain healthy and safe through the implementation and reinforcement of appropriate health, hygiene and safe practices. For example, discussions about how to remain within the childminder's sight at all times and road safety, are used to help children to learn how to stay safe on outings. Regular fire evacuation practises also support children's awareness of how to evacuate the home quickly in an emergency situation. The childminder tries to encourage children to make healthier choices with their food so when a child request some crisps, they are advised that it is not time for crisps but they can have some toast. Children's awareness of healthy eating is also further explored and promoted as they plant and grow their own vegetables like peas, beans and potatoes in the garden. They also participate in baking activities, sometimes using the ingredients they have grown or collected. This helps them to learn where food comes from.

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

As children grow and develop, so do their social skills as they being to play alongside their peers, slowing beginning to interact and play more cooperatively together. Their behaviour is generally good, with the childminder offering lots of praise and encouragement to promote their self-esteem. Any behavioural issues are managed in an appropriate manner, with discussions held to help children to try and learn the difference between right from wrong.

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provision

The childminder implements her sound policies and procedures to safeguard children and promote their welfare. This ensures the safeguarding and welfare requirements for the Statutory framework for the Early Years Foundation Stage are appropriately met. The home and garden are securely maintained and risk assessments are conducted to ensure children's safety is protected at all times. Appropriate outings procedures are adhered to, which results in children's safety being protected when they are away from the childminder's home. A clear safeguarding children policy and procedure is in place and the childminder is knowledgeable about child protection issues and procedures. This further safeguards children from potential harm. The childminder understands her role and responsibilities, ensuring everyone living and working in the home are known to Ofsted and have undergone all relevant suitability checks. The childminder oversees the work of

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provision

her assistants and only those with current paediatric first-aid certificates are left in sole charge of children for short periods of time. The childminder and assistants work flexibly together, conducting informal supervisions and appraisals on each other's performance. They continually discuss what works well and if there are any improvements to be made to their practice as they strive to develop their skills for the benefit of children. However, a robust system of self-evaluation, which thoroughly and accurately monitors and evaluates the whole provision against quality criteria like the benchmarking in the Evaluation schedule for inspections of registered early years provisions, is not in place. Therefore, targets for improvement to enhance children's care and learning to a consistently good level are not fully identified in all areas. The childminder has processes in place to monitor the effectiveness of the educational programmes, although improvements have also yet to

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provision

be made in this area to ensure every child achieves fully within the seven areas of learning.

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provision

The childminder works in partnership with other providers and parents, gathering and exchanging relevant information to support children's ongoing care, learning and development. Parents are kept appropriately informed of how their children have been each day through written diaries and verbal communication. Information regarding their progress and development is also relayed through these forms of communication and through some written progress reports and accessible learning files. Comments from parents on their children's progress reports, confirm they are happy with their children's development and they confirm this is a direct result of the experiences the childminder provides them with. Another parent notes how the report provides her with some clear information regarding how she can continue to promote her child's learning at home.

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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 208830 Local authority Lincolnshire Inspection number 914208 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 6

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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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