Childminder in North East Lincolnshire

Inspection date

Previous inspection date 21/02/2014 07/04/2009

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early years provision

This inspection: 2 Previous inspection: 3 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

 Learning opportunities are effectively evaluated through looking at what the children have learned, how involved they were in their learning and through talking to parents. Consequently, children are learning through challenging experiences that interest and motivate them and prepare them well for future learning.  Accurate starting points are established and children are given time to become emotionally secure with parents before challenges in learning are offered. Consequently, children are ready to learn and are making good progress.  The childminder demonstrates a good understanding of her role and responsibilities regarding the welfare and safeguarding requirements. This means that children are cared for in an environment that promotes their safety and well-being.  Children are encouraged to be independent and as a result of this, their self-help skills are well developed.

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It is not yet outstanding because

 Although there are very effective ways of engaging parents in their children's learning this has not been extended to include the school in order to promote a more shared and consistent approach to learning.  Children are encouraged to count in everyday routines, but there are few opportunities for them to see numbers in the environment to support their developing interest in numbers and counting.

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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 living room and kitchen.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the inspection and discussed children's learning opportunities with her.

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Inspection activities

 The inspector looked at a selection of policies and procedures which included safeguarding, behaviour and also suitability checks.

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Inspection activities

 The inspector reviewed written comments from parents and took account of the views of parents spoken to on the day.

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Information about the setting

The childminder was registered in 2008 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her daughter aged 10 in a house in Grimsby, North East Lincolnshire. Children have access to all areas of the property and there is an enclosed rear garden for outdoor play. The childminder has a pet bearded dragon.

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Information about the setting

The childminder attends play sessions, takes children swimming and on walks around the local area. Children go on outings in the car to nearby places of interest.

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Information about the setting

There are currently seven children on roll, two of whom are in the early years age group who 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. She is a member of the 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 partnership with school to ensure a shared and consistent approach to children's learning, for example, by sharing summaries of the children's progress to assist the two way sharing of information

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

 enhance children's developing interest in numbers and counting by displaying numbers in the environment.

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who attend

Children are making good progress with the childminder because teaching is based on a secure understanding of the learning and development requirements. Children's starting points are discussed with parents during the settling-in period. The childminder consolidates this information by observing the children in the first few weeks and then noting their stage of development and sharing this with parents. Consequently, the childminder has good starting points for assessing and supporting children's future learning. Significant observations of the children, discussions with parents and where the childminder may note a gap in children's learning inform next steps in learning. As a result, children have access to a good balance of child-initiated and adult-led activities in a broad curriculum tailored to meet their individual needs. Children's communication and language development is well promoted as the childminder

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who attend

listens and sensitively supports children's individual needs. Younger children's sounds are acknowledged and repeated so that they are encouraged to try them again. The childminder observes and supports them as they pick up balls and knock them together and then put their head to one side to listen to the noise they have made. 'What was that?' she asks and it is repeated and she joins in the game. As a result, children are becoming confident communicators. The childminder asks older children open-ended questions, such as, 'I wonder what might happen?' and 'what do you think?' This is teaching the children how to become critical thinkers and supports their problem solving skills. Personal and social and physical development is well supported with outdoor areas to dig and climb and opportunities to visit exciting places such as the seal sanctuary and the swimming pool. Children have access to computers and other technology resources.

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who attend

They press buttons randomly on a remote controlled car are given clear instructions. 'Push the red button for forwards and the blue to go backwards'. The childminder is skilful in offering activities that imaginatively teach children skills they will need for the future. For example, they have fun securing blankets with large pegs to make a den. This encourages them to hold pegs in a grip that will support early writing. Children who are exploring numbers and counting are encouraged to count in everyday routines. However, there are fewer opportunities to see numbers in the environment to support this developing interest in numbers and counting.

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who attend

Partnerships and communication with parents are strong and a good two-way flow of information is in place. Parents' knowledge and support with initial starting points continues, as they are regularly invited to share current knowledge of their children. This results in continuity of care and supports good learning outcomes for the children.

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

Children's self-esteem is good because the childminder has formed secure emotional attachments with the children and gathers significant information from parents to ensure that children's needs are well met. The childminder understands that children need time to feel emotionally secure and may not show what they can do at first as they need time to become secure with her. She lets the children explore and supports them at first before planning for their next steps. Consequently, children demonstrate their sense of belonging as they snuggle into her and talk about experiences that they have shared together.

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

Behaviour is good because it is well managed. Older children, who are occasionally concerned when younger ones take something off them, are supported to solve their problem. 'House rules' make it clear what is acceptable and what is not and children clearly understand these rules. For example, when the childminder goes outside in slippers to the bin she is reminded she did not put her shoes on and is told, 'the carpet will get muddy'. Children are given healthy food choices and encouraged to be active. They are taken to different places to broaden their understanding of the world. This gives them opportunities to develop their personal and social skills in different environments. Children are aware of why they need to do keep themselves safe and are able to explain how. For example, when looking at photos of themselves baking biscuits they tell the inspector that 'you need gloves because it's hot'.

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

Resources are accessible and children are encouraged to tidy away when they have used them. Older children are very independent and manage their own toileting and washing hands. Younger children are supported in some instances, but also encouraged to try for themselves. The childminder understands when to support and when to stand back to let children try to manage on their own which builds their self-esteem and confidence. Flexible routines incorporate outings to the park or to local attractions that introduce the children to larger groups and different environments. This helps to prepare children for the transition to school.

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provision

The childminder has a sound understanding of the safeguarding and welfare requirements and understands her responsibility in keeping her home and the children safe. She takes account of other's views to inform any policy changes. For example, parent questionnaires ask, 'Are you happy with the procedures I have in place to keep your child safe? Have you any suggestions on how to improve safety in my home?' All required documentation is in place and children are effectively safeguarded because the childminder has a good knowledge and understanding of child protection and what to do if she had any concerns about a child in her care. Comprehensive risk assessments are in place for indoors, outdoors and for each outing, which promotes their safety at all times.

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provision

The childminder has a good understanding of the learning and development requirements of the Early Years Foundation Stage. Clear observations that are well evaluated and take account of parent feedback are used to plan further learning opportunities. The childminder demonstrates a consistent approach towards promoting good learning outcomes for children as she reflects on her practice and actively engages parents. For example, the childminder has recently attended an early years conference on 'getting ready for school' and has shared this information with parents. Consequently, children are developing positive attitudes for future learning as they receive consistency in their care and learning.

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provision

Partnerships with parents are very good and the childminder is clear about sharing information between settings, when children attend more than one provision. However, partnerships have yet to be fully developed with school in order to promote a more shared and consistent approach to learning for all those involved in supporting children's learning. The childminder shows a positive approach to improving the service that she provides. She has reflected upon her practice through self-evaluation and has assessed the service that she provides and targeted areas for improvement. As a result, children make good progress.

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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 EY376842 Local authority North East Lincolnshire Inspection number 821422 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 56 Number of children on roll 7

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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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