Childminder in Lincolnshire

Inspection date

Previous inspection date 28/11/2013 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 2 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 Children show secure emotional attachments to the childminder as she works closely with parents, gathering comprehensive information on each child's individual needs. This helps children to develop confidence so they feel settled in their surroundings.  Children are safeguarded and their awareness of health and safety is actively promoted as the childminder uses the outdoor environment well. They learn to stay safe when feeding the animals and their awareness of healthy eating is promoted as they use the eggs they have collected in baking activities.  The childminder uses some good teaching strategies, appropriately supporting children's active learning. She continually chats to children, asking questions as they play, which promotes their language and communication.

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It is not yet good because

 Observational assessments are not used to clearly monitor children's progress. This results in purposeful next steps for learning not always being identified and planned for, to ensure children are more effectively challenged in all areas.  The childminder does not record children's attendance to ensure requirements are fully met in all areas.  Information sharing with other providers has yet to include details relating to children's progress, to enable the childminder to more effectively promote and extend their 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 compulsory part 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 practices within the main playroom and outside area.

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Inspection activities

 The inspector spoke with children and childminder at appropriate times throughout the inspection.

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Inspection activities

 The inspector continually conducted joint observations with the childminder throughout the inspection.

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Inspection activities

 The inspector took into account the views of parents and carers through information obtained from the childminder's own questionnaires.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder and examined records including 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 part of the Childcare Register. She lives in a bungalow with her husband and adult child in Newton-on-Trent. Designated areas of the home including the playroom, kitchen and bathroom and the rear garden are used for childminding. The family has two ponies, two pigs, two dogs, chickens and a tank of fish as pets.

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Information about the setting

The childminder attends a toddler group and she collects children from the local schools and pre-schools. There are currently four children on roll, three of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 8am to 6pm, Monday to Friday, except Bank Holidays, Christmas week and family holidays.

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must:

 complete ongoing observational assessments to understand children's level of achievement within all areas, and use this information to plan more purposeful learning experiences to extend and challenge each child

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must:

 maintain a daily attendance register detailing the names of the children being cared for and their hours of arrival and departure.

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

 extend the range of information exchanged with other providers when the care of children is shared, to include more detailed information on children's achievements to aid their good progress.

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who attend

The childminder uses some generally good teaching strategies to engage children in a wide range of hands-on learning experiences. This provides them with a firm foundation on which they can build their skills and prepare for school. She has a suitable awareness of child development, enabling her to promote the prime areas of learning quite well. However, she is not fully aware of children's overall level of development as she has not assessed their progress from their starting points. The childminder follows children's interests, observing them and appropriately building on their play experiences. For example, children enjoy watching popular television programmes. The childminder builds on this by introducing books from their favourite shows, which children enjoy listening to. This supports children's interest in books and develops their communication skills as children begin to identify and name the popular characters. However, as she is not fully

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who attend

aware of their level of achievements, this prevents her from always effectively identifying and planning challenging next steps to support children's overall good progress within all areas of learning, especially the specific areas of learning.

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who attend

Children thrive in the outdoor environment as the childminder utilises her surroundings to provide them with interesting, hands-on learning experiences. For example, children enjoy learning to take care of ponies, chickens and pigs. They excitedly take their wheelbarrow down to the animal pens, helping the childminder to prepare the food. The childminder introduces children to some mathematical language as she encourages them chopped into small pieces ready to feed the ponies. The children enjoy feeding the pigs and ponies, and their language skills are promoted as they respond to the simple questions asked by the childminder. Children experience how real animals feel as they stroke them, and as they grow and develop they are also supported to learn how to safely groom the ponies. Children collect the eggs laid by the chickens and use them during baking activities. This helps children to learn how things change when they are cooked. The childminder also

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who attend

takes children to activity groups at a nature reserve where they have lots of fun digging for worms and learning about compost. Children's language and communication skills are always promoted as the childminder continually chats to them as they play. She reinforces lots of language by discussing what they are doing, and also begins to ask older children questions to encourage them to speak and extend their communication skills.

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

Children feel emotionally secure and are developing confidence in their surroundings. The childminder gathers comprehensive information on each child's individual needs when they first start, which enables her to promote the inclusion of all children. She also uses this initial information to help children feel settled as they develop close emotional attachments to her. She works closely with children who find it difficult to separate from their parents, using small steps to build their confidence and to help them feel secure in her surroundings. All children are now at the stage where they feel fully confident as they explore and investigate the warm, welcoming and well-resourced indoor and outdoor environments. Children freely choose their own resources and where they want to play with them, with the childminder responding to their needs and interests.

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

Younger children interact well with the childminder and are developing good social skills as they begin to show an interest in playing alongside their peers. The childminder is continuing to build children's social skills by taking them to different activity groups, which provides them with extended opportunities to mix and socialise with a larger peer group. This prepares them well for starting school. The childminder is also planning pre-visits to schools to ensure children are further emotionally ready for their transition to school.

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

Children's awareness of health and safety issues is actively promoted through a range of hands-on learning experiences. For example, children learn about healthy eating through the provision of healthy meals and snacks. The childminder prepares food in front of children and she encourages them to become involved with this preparation where possible, supporting their interest in what they are eating and encouraging them to make healthy choices. Children plant and grow their own vegetables in the garden and they collect the eggs laid by the chickens and use this produce to bake with. This helps children to learn where food comes from and how different foods are made. When caring for the animals, children learn that they too need a healthy diet to grow. The childminder supports children's awareness of important safety issues when they are around the animals so they can keep themselves safe. For example, children learn to not squeal or

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

shout loudly when they are near to the animals as this may scare them and they also learn that it is unsafe to stand behind a pony as they may kick out. Children access daily opportunities to play outside in the fresh air, developing their physical skills and coordination. For example, children learn to safely climb up the steps to the slide and to slide down the other side. They also have a range of ride-on toys and scooters which they learn to use. The childminder creates a nurturing environment where all children feel safe and secure. This provides children with a firm foundation for their continued learning and development.

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provision

The childminder has only been caring for children for a short space of time and, as such, she is in the early stages of developing her provision and practice. This results in the childminder meeting most of the statutory requirements of the Early Years Foundation Stage for younger children and the requirements of the Childcare Register for older children. She has a clear overview of her setting and is beginning to use self-evaluation to identify priorities for further development. However, some priorities are in the early stages of development, resulting in children not yet benefitting from improved practice in all areas. Children are safeguarded as all adults in the home are known to Ofsted and have undergone relevant suitability checks. The childminder risk assesses all areas used by children to ensure potential hazards are identified and minimised. Children are also constantly supervised, especially when going to see the animals, which are in their own

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provision

secured area away from the children's outside play area. This ensures children can play safely and when they go to see the animals, this is in a controlled, safe environment. The childminder is aware of child protection issues and procedures to follow if she has any concerns about a child, ensuring they are continually safeguarded from potential harm. The majority of records and documents are in place, and most are completed with the required information and used generally well to meet children's needs and to protect their welfare. However, the childminder has failed to maintain an attendance register to meet requirements and to fully ensure she safeguards herself and the children she cares for.

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provision

The childminder has completed all required training courses for childminding, enabling her to provide suitable care and learning for all children. She is continuing to develop the educational programmes and her monitoring of these, as she strives to improve teaching and learning experiences to a good standard for all children. The childminder works in partnership with parents, carers and providers, promoting continuity of care for each child. Information relating to children's healthcare needs is relayed via parents from healthcare professionals, with the childminder making changes where necessary to meet children's specific needs. Where the care of children is shared, information is starting to be exchanged but is in the early stages of development. This results in information relating to children's progress and development not being as thoroughly shared as information relating to their care needs. This prevents the childminder from maximising and extending

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provision

children's learning in all areas. Partnerships with parents are strong. The childminder provides parents with clear information about their children's daily care and learning experiences, through the use of written diary sheets and verbal communication. This provides them opportunities to become involved in their children's learning. The childminder has conducted questionnaires with parents to seek their views on the service she provides as part of the evaluation of her provision. Comments on these questionnaires confirm parents are very happy with the childminder's service. They state their children enjoy being creative and feeding the animals, and they feel the food their children get is of a good quality and is widening the range of foods they eat. Parents also note that communication is 'excellent', that their child 'feels safe' and they could not ask for a better childminder.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 keep records of the following and retain them for a period of two years: a daily record of the names of the children looked after on the premises and their hours of attendance (compulsory part of the Childcare Register).

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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 EY462503 Local authority Lincolnshire Inspection number 921181 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 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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