Freeman, Lynnette

Inspection date

Previous inspection date 27/11/2013 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 have settled well in the childminder's care due to her kind and caring nature.  Children are provided with a warm and welcoming play environment. The childminder effectively interacts with children in their chosen activities to support learning.  Relationships with parents are positive. Daily communication both verbally and through a daily diary ensure they are kept well informed of their child's time in the childminder's care.  The childminder is committed to improving her practice through training, in order to improve her knowledge and extend the experiences children have in the setting.

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It is not yet good because

 The childminder is not yet effectively using the information gathered from observations to plan challenging activities specific to each child's learning needs.  The childminder has not given full consideration to how parents can contribute to children's initial starting points on entry, so that children can be effectively assessed from the beginning.

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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 taking place in the lounge, kitchen and playroom.

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Inspection activities

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

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Inspection activities

 The inspector looked at a selection of policies, the childminder's self-evaluation form, the register of attendance and a range of other documentation.

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Inspection activities

 The inspector checked evidence of suitability for the childminder and other adults living at the premises.

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Information about the setting

The childminder was registered in 2013 on the Early Years Register and the compulsory part of the Childcare Register. She lives with her husband, three children aged 15 years, 13 years and one-year-old in Boston, Lincolnshire. The whole of the ground floor, a bedroom and bathroom on the first floor and the rear garden are used for childminding. The childminder attends a toddler group. She visits the shops and park on a regular basis. She collects children from a local school.

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Information about the setting

There are currently three children on roll, two 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 and family holidays.

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must:

 ensure ongoing assessment is consistently used as an effective tool to inform planning and shape learning experiences for each individual child

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must:

 ensure parents are encouraged to share what they know about their child in relation to their initial learning and development and use this information to better inform planning of activities.

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who attend

The childminder has only recently started to care for children following her childminding registration. Children have been attending for a matter of a few weeks but have already settled well in the childminder's care. She has taken her time to get to know them and ensure they are comfortable in her home. Toys and resources are attractively displayed in the playroom and the childminder supports children effectively in their play. For example, she sits on the floor and engages children in a game of find a ball under a pot. This encourages turn taking and memory skills as children try to remember where the ball is. The childminder has already started to observe children in their play and record what she is seeing. These observations are in their very early stages of assessment and at present, the childminder is unable to effectively demonstrate the progress children are making or show how activities are planned to meet individual needs more precisely. This is mainly

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who attend

due to the limited time children have been attending. The childminder has assessed children on entry to the setting and has plans to repeat this assessment at regular intervals. However, the childminder has not considered how parents can contribute to children's initial starting points to strengthen the assessment procedures.

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who attend

The childminder demonstrates a suitable understanding of how children learn and uses this knowledge to support children in readiness for school. The childminder ensures she provides a variety of activities the children enjoy. For example, children paint and glue in art activities and make lots of sounds with musical instruments. She talks to children during activities, models clear language and repeats words for reinforcement to encourage early communications skills with very young children. For example, children attempted to copy the childminder as she counted the stacking cups one by one. The childminder praised children and repeated the number clearly back to them, before moving on to the next one, which also encouraged counting skills. The childminder has introduced children to the local community, as they have visited shops and parks. She provides a suitable range of resources that reflect other cultures and differences in people.

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

Children show that they are comfortable in the childminder's care and are beginning to form close emotional attachments. They remain close to her side, sit on her knee when playing and welcome cuddles when unsure of the inspector in the room. Care routines are gathered from parents at the start, so the childminder is able to meet their immediate needs. She supports children's individual care routines for sleeping and eating well. She knows the foods they like and their preferences for having a sleep. Children settle down quickly at sleep time, showing that they are happy and familiar with the routine. Children's ongoing care needs are constantly addressed through daily conversations and a daily diary.

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

Children are provided with appropriate meals and snacks, which support a healthy lifestyle and they spend time each day in the fresh air, either in the garden, at the park or at school collection time. Children follow routine hygiene procedures for hand washing and the childminder ensures she is a clear role model, as children see her wash her hands before handling food or after changing a nappy. Children behave appropriately for their age and through the childminder's calm and consistent approach are beginning to learn to play co-operatively together. She praises children when they do well, which encourages their confidence and self-esteem. Space is organised effectively, so that children can safely play, eat and rest comfortably.

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provision

The childminder understands her duty to protect children in her care and has a suitable understanding of the safeguarding procedures to follow should she have any concerns. A range of policies and procedures are in place to support the childminder's practice and children's safety and well-being in the setting. Suitability checks are carried out on adults within the home, a record of visitors is kept and children are never left alone with people, who are not vetted. Daily risk assessments, fridge temperature checks and a monthly toy cleaning rota helps to ensure that children play in a safe and suitable environment. The childminder demonstrates through discussion and observation of her practice that she has a sufficient understanding of the learning and development requirements. She has made a suitable start to her assessment systems but there is limited evidence of children's progress due to the short time they have been attending. Children participate in activities

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provision

they enjoy but the childminder now needs to ensure that planning of activities is planned more precisely to meet individual children's learning needs. The childminder does demonstrate a clear commitment to improving her practice through ongoing self- evaluation and has identified training she would like to attend. For example, a speech and language course.

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provision

Positive relationships have formed with all parents and the childminder speaks to them on a daily basis about their children's day. Parents' comment positively about their children's settling-in period, specifically about how quickly they have settled and how there is always a 'welcoming and friendly atmosphere'. The childminder has sufficient knowledge about the importance of joint working with other professionals and providers to support children's individual needs.

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The Childcare Register

The requirements for the compulsory 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 EY460977 Local authority Lincolnshire Inspection number 922348 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 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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