Childminder in North East Lincolnshire

Inspection date

Previous inspection date 27/03/2014 08/06/2009

p.1

early years provision

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

p.1

This provision requires improvement

 The childminder is responsive to the children and actively joins in their play supporting their emerging language. As a result, children's communication and social skills are developing well.  There are sound risk assessments, policies and procedures in place. This means that the childminder effectively keeps children safe.  The childminder has developed effective relationships with parents. This ensures that they are kept informed of their children's ongoing care needs.

p.1

It is not yet good because

 Observation and assessment of children's learning is not precise enough to enable the childminder to accurately identify children's next steps in learning, so that she can monitor their progress and support their continued progress through effective teaching.  Although there are opportunities to discuss care routines and interests when children first attend the provision, parents are not encouraged to share what their children are learning at home, so that the childminder can build on this to enhance progress through continuity in their learning.  Opportunities for younger children to explore and investigate using all of their senses are not fully maximised in order for them to enhance their sensory development, such as supporting an interest in filling and emptying containers.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector observed practice and interaction between the childminder and children during play and at snack time.  The inspector looked around the areas of the home that are used for childminding.

p.2

Inspection activities

 The inspector looked at children's observation files, a selection of policies and procedures and the childminder's self-evaluation.

p.2

Inspection activities

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

p.2

Information about the setting

The childminder was registered in 2003 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her son, who is also her assistant, in a house in Cleethorpes, North East Lincolnshire. The ground floor, one bedroom and the bathroom on the first floor are used for childminding. There is an enclosed outdoor play area. The childminder visits the shops, park and beach on a regular basis. She collects children from the local schools. There are currently five children on roll, one of whom is in the early years age group. They attend for a variety of sessions. The childminder operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years.

p.3

must:

 ensure observation and assessment is precise and is used to accurately monitor the progress that children are making in their learning and development and then use this information to plan enjoyable and challenging learning opportunities.

p.3

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

 enhance younger children's sensory exploration by providing a greater variety of everyday objects and natural resources to support their current interests, for example, a variety of containers and items for them to fill and empty

p.3

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

 build further opportunities to work in partnership with parents to promote children's learning and development so that children are consistently supported in their learning.

p.3

who attend

The childminder has a developing knowledge and understanding of how children learn through play and instinctively offers suitable support with learning. Observation files and daily diaries note what children are learning and demonstrate that the childminder has a suitable understanding of learning and of how to teach children. However, observation and assessment of children's learning is not precise enough to enable the childminder to accurately identify children's next steps in learning. This means that progress is not effectively monitored and does not consistently support children's continued progress through effective teaching. This means that children are making satisfactory rather than good progress.

p.3

who attend

The childminder provides a range of play activities that reflect the seven areas of learning. Children's communication and social skills are supported by the childminder. For example, while playing with a tea set she teaches children to use single words to identify objects that they take to her. She then encourages children to repeat the word and extends this learning by asking children to, 'pass me the cup'. This is teaching the children social, listening and attention skills so that they are ready for school and for future learning. Children take books one by one to the childminder before settling on a book to share. The childminder is aware of why a particular book has been chosen. She says 'fish' and children repeat the word. The childminder extends language by adding, 'daddy's got fish in a tank'. She is aware of children's needs and interests and is able to support the children's developing language. The childminder discusses how younger children, who are beginning

p.4

who attend

to ask questions, such as 'what is that?' are being supported. This helps children to develop skills that enable them to begin to think critically. Children make marks on paper and invite the childminder to make marks. The childminder draws circles on a piece of paper and says, 'round and round, a circle, it's like round and round the garden'. Children watch and repeat the word 'circle', learning shapes to support mathematical development and that that marks made on paper have meaning, which supports development of their physical skills and early literacy.

p.4

who attend

There are opportunities for parents to discuss care routines and interests when children first attend the provision and daily diaries with written comments on care and some elements of learning continue to offer parents opportunities to be involved in what children have been learning with the childminder. However, parents are not encouraged to share what their children are learning at home. This means that children have limited opportunities to progress through continuity in their learning. The childminder has knowledge of the progress check at age two, knows that this has to be shared with parents and used to identify children's strengths and address any areas where a child's progress is less than expected. However, the childminder has not had the need to complete one yet. The children are supported to learn the skills needed for the move to their next stage in learning as the childminder visits a childminding group and takes

p.4

who attend

children to and from school each day. Consequently, children experience a wide variety of different learning environments that will help smooth the move to school and their future learning.

p.4

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

Children are happy, confident and independent. They clearly enjoy being with the childminder and are pleased with their achievements because she promotes their self- esteem through praise and encouragement. Children have developed a secure attachment with the childminder who they use as a point of reference when meeting new people. For example, they watch her reaction to visitors before engaging with them, which demonstrates that they feel safe and trust the childminder. The childminder continually engages the children in conversation and songs, for example, while she changes nappies. This fosters a sense of belonging and supports children's developing self-confidence and self-esteem.

p.4

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

Children respond to praise and the childminder effectively uses positive reinforcement as a strategy for managing children's behaviour. Children are able to take risks and know how to keep themselves safe. As children climb onto the slide and get their legs tangled together at the top the childminder supports them. She suggests which leg to put on the slide first and praises, 'well done, you won't get stuck now', when they accomplish this. Children become more confident and are able to explore different ways of moving down the slide. Children stop at the top, hold hands up and laugh before grabbing the handles again, showing that they know how to keep themselves safe. The childminder makes good use of local venues, such as the park and beach to extend the options for physical play so that children benefit from fresh air and exercise. Snacks are healthy and children have independent access to drinks throughout the day. This promotes and supports children's

p.5

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

health and understanding of healthy foods. Children are encouraged to complete self-care tasks for themselves and this is developing their independence.

p.5

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

The environment is safe and welcoming with a suitable range of resources. However, most resources are bought and there are no natural resources that have more than one use. For example, children are currently interested in filling and emptying containers but there are no boxes, bags or containers or a range of natural objects, such as pine cones, shells and large stones. This means that opportunities for children to explore and investigate using all of their senses are not fully developed.

p.5

provision

The childminder understands her responsibilities in meeting the safeguarding and welfare requirements of the Statutory framework for the Early Years Foundation Stage. All statutory documentation, such as written parental consents, accident and medication records and a daily register are in place, which promotes children's welfare. All adults living on the premises have undergone suitability checks in order to protect children and the childminder understands the importance of notifying Ofsted of any changes to her circumstances or provision. The childminder has a range of policies and procedures, which underpin her practice and promote children's safety and welfare. She is aware of the possible indicators of abuse and knows what to do if she has concerns about a child in her care. She carries out regular safety checks to identify potential hazards and has a range of risk assessments to ensure that she and her assistant keep children safe at all times, both

p.5

provision

Teaching and learning is satisfactory. The childminder demonstrates that she understands her responsibility in implementing and monitoring children's progress in their learning and development. She has made some progress since the last inspection. However, monitoring of the educational programmes has not identified that observation and assessment of children's learning is not precise enough to enable the childminder or her assistant to accurately identify children's next steps in learning and to ensure consistently good teaching and learning outcomes for children. The childminder uses the Ofsted self-evaluation form to evaluate her provision. She has reflected upon her practice through self-evaluation and has assessed the service that she provides and has targeted some areas for improvement. The childminder is a member of a local childminding group and uses meetings with other childminders as an opportunity to

p.5

provision

share practice. She is clear about sharing information between settings and has a 'learning passport' that she shares when children attend school and her provision. Partnerships with parents are generally sound. They speak positively about the care provided and are kept suitably informed about the provision. However, there is room to build on current practice to ensure that parents are encouraged to share what they know about their children's learning at home.

p.6

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

p.6

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

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number EY231499 Local authority North East Lincolnshire Inspection number 819604 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10