Watson, Natalie Louise

Inspection date

Previous inspection date 13/11/2013 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 requires improvement

 Children engage in an interesting range of hands-on play experiences delivered in line with their needs and abilities. The childminder continually chats and asks questions as children play, which supports their communication and language skills.  The childminder has a secure knowledge of child protection procedures, which helps to protect children from potential harm. It also helps children develop a secure bond with the childminder as they feel safe in her care.  The childminder has devised some clear policies and procedures, which she is beginning to implement to ensure children's needs are met and their health and safety maintained.

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It is not yet good because

 The childminder is continuing to develop her teaching strategies to support children's learning. Current systems are not fully effective in assessing children's progress from their starting points or including parents to fully ensure children's next steps for learning are more effectively identified and planned.  The outdoor environment does not always provide children with a stimulating range of activities and experiences to effectively promote all areas of learning.  Self-evaluation does not include contributions from parents to ensure the childminder has a good overview of her whole provision to ensure clearer targets for future development are continually identified.

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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 ground floor rooms and looked at the outside learning environment.  The inspector conducted ongoing joint observations with the childminder.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the inspection.  The inspector looked at children's assessment records and planning documentation.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder and examined her self-evaluation.

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Information about the setting

The childminder was registered in 2013 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged three years and 15 months in a house in Scunthorpe. The whole of the ground floor and the rear garden are used for childminding. The family has a rabbit as a pet.

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Information about the setting

The childminder attends a toddler group. There are currently three children on roll, all of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 8am to 6pm, Monday to Friday, except bank holidays and family holidays.

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must:

 implement and embed systems to support children's good progress through: assessing and monitoring children's progress from their starting points; encouraging parents to contribute to their children's ongoing learning; and evaluating all of this information to identify and plan more effectively for each child's next steps for learning.

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

 develop further the range of activities and experiences provided during outside play to fully create a stimulating play space which extends children's learning in all areas

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

 improve the effectiveness of self-evaluation by seeking contributions from parents to provide a more robust overview of the settings key strengths and weaknesses, utilising and evaluating the information gained to further inform priorities for future development.

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who attend

Children happily engage in an interesting range of hands-on learning experiences, which appropriately supports their development and prepares them for school. Younger children's language and communication skills are promoted well as the childminder continually discusses what they are doing as they play together, reinforcing key words. As children get older, the childminder extends their communication and critical thinking by beginning to ask questions. For example, when looking at simple picture books with babies, the childminder alternates her tone as she points and advises them what each picture is. For an older child, the childminder reads the story and asks the child questions about what they can see in the picture, which encourages them to think and respond. She also explains how she has to finish reading the words on a page before the child can turn the page and move forward with the story. This shows how the childminder differentiates

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who attend

activities to meet the needs of the child.

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who attend

The childminder utilises the initial information obtained from parents and her own observations to assess each child's starting points. The childminder is aware of how children have made progress in some areas, which enables her to appropriately support their skills in these areas. However, she has not fully assessed and monitored their progress from their starting points within all areas of learning. Although systems are in place to support parents engagement in their child's ongoing learning, these are not yet embedded in practice to ensure information is continually shared. This results in the childminder not fully utilising and evaluating all of this information to continually identify and effectively plan for children's next steps for learning. This results in children currently receiving satisfactory teaching and learning experiences.

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who attend

The childminder organises the indoor environment to meet children's needs and interests, enabling them to investigate and explore their surroundings. For example, the childminder sets out treasure baskets for babies to explore using their senses. They enjoy reaching for objects, listening to the noise they make when they bang them together. For older children the childminder plans to adapt the activity by allowing children to transfer the resources from the treasure basket to use in the play dough. This enables children to explore the resources in a new way, developing their use of imagination. Children are taken on regular outings to the park and to feed the ducks. During these outings the childminder discusses what children can see in the environment. However, outdoor play space and activities are not as well-resourced or as stimulating as inside and they therefore do not actively promote children's good learning in all areas.

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

Children develop secure emotional attachments to the childminder. She works closely with the child and their family, obtaining clear initial information on the child, which results in her providing individualised care to meet their specific needs. This is especially true for the care of babies, where the childminder provides care in line with children's routines from home. Babies are also provided with lots of close physical contact, enabling them to develop a close bond with the childminder. Settling-in sessions provide children with time to become familiar with the childminder, which enables them to feel confident and secure when they are finally left in her care. This results in children confidently exploring their surroundings. The childminder continues to build children's confidence and their social skills as they grow and develop. She helps them to learn how to behave, using positive reinforcement to promote their good behaviour.

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

Children are encouraged to be healthy as the childminder promotes healthy eating, working with parents to ensure their dietary requirements are met. All children enjoy outdoor play opportunities, where they play in the fresh air and appropriately develop their physical skills. However, the outdoor environment has yet to fully provide a stimulating range of activities and resources to more effectively promote all areas of learning. The childminder helps children to learn about the benefits of exercise and healthy eating through positive reinforcement and discussions. She also talks to children about stranger danger, road safety and why they must stay with her on outings, which helps to promote their awareness of some important safety messages.

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

The childminder is aware of the importance of emotionally preparing children for starting school. She plans to do this by reading stories about starting school and talking to them about this process. As children go on the school run with the childminder, this provides them with opportunities to become familiar with the school environment. The childminder plans to provide information on children's progress and development with the next provider, including school, supporting the process of transition by enabling them to continue to support children's ongoing learning and development.

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provision

The childminder understands her roles and responsibilities to safeguard children and promote their welfare. The home is securely maintained and risk assessments used to ensure potential hazards are identified and minimised in all areas. Children are continually supervised, especially on outings to ensure their safety is maintained. The childminder has a clear awareness of safeguarding children procedures and she ensures all adults within the home are known to Ofsted, resulting in all relevant suitability checks being undertaken. This helps to protect children from potential harm. The childminder implements clear health and hygiene routines to ensure children's well-being is protected.

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provision

The childminder has completed all required training courses, including a first aid certificate and an approved childminding course. This provides her with the skills and knowledge needed to build her childminding practice. In the short space of time the childminder has been operating, she has devised some clear policies and procedures to ensure the requirements of the Early Years Foundation Stage are met in most areas. She is now beginning to implement these to ensure children's care, learning and development are promoted. For example, the childminder has devised systems to monitor the effectiveness of the educational programmes, which she is starting to implement as she begins to assess children's development. The childminder strives to provide a quality provision and she is beginning to self-evaluate the service she provides enabling her to set some clear targets for further development. As she has only been operational for a matter of months,

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provision

these targets have yet to be fully embedded in practice across the setting to create a truly good provision. Also, contributions from parents have yet to be included within self- evaluation to provide her with a more robust overview of her strengths and weaknesses, to ensure continuous improvements are made in all areas.

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provision

The childminder works in partnership with parents and carers to promote the inclusion of all children. Information is relayed to parents each day to keep them informed how their children have been. Learning files are accessible to parents but have yet to be fully shared to provide parents with ongoing opportunities to contribute to their children's learning. The childminder understands the benefits of developing links with other providers if the care of children is shared, to support continuity of care and learning for each child.

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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 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected within twelve months of the date of this inspection. 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

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Grade Judgement Description

the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. 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 EY461154 Local authority North Lincolnshire Inspection number 917242 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 3

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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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