Lowther Madeline

Inspection date

Previous inspection date 04/03/2014 07/10/2009

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early years provision

This inspection: 3 Previous inspection: 2 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 are settled and secure because they have formed close bonds and attachments with the childminder. There is a relaxed, happy atmosphere where children are nurtured and treated as part of the family.  The childminder makes sure that she takes time to hold frequent discussions with parents to find out about their children's individual needs. This keeps her up to date with information about children's interests and achievements at home, helping her to support continuity of care and learning.  The childminder has a secure understanding of how to promote the health and well- being of children in her care. She ensures children regularly benefit from fresh air and exercise and consistently follows children's home routines for sleeping and feeding.

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It is not yet good because

 The childminder does not consistently identify and use individual children's next steps in their learning to inform her planning. Therefore, her planning is not always tailored to meet each child's needs or challenge them to make the most of activities provided.  The childminder's monitoring of the environment is not sufficiently thorough to identify any potential hazards for young children, which means children's safety may be compromised.  Self-evaluation is not firmly embedded and the views of parents and children are not purposefully gathered to help inform the priorities for development of the provision.

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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 childminder's house and talked with the childminder.  The inspector viewed the areas of the premises and garden used for childminding.

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Inspection activities

 The inspector looked at children's assessment records, planning documentation, evidence of the childminder's suitability and that of other household members and a range of other documentation.  The inspector reviewed the provider's self-evaluation form.

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Information about the setting

The childminder was registered in 2003 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder lives with her husband and two adult children in Brundall, Norfolk. The whole ground floor and one first floor bedroom are used for childminding. There is an enclosed garden for outdoor play. The family has a dog. The childminder collects children from the local schools and pre-schools. She works with an assistant on most days, particularly when older children are present after school.

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Information about the setting

There are currently 15 children on roll, five of whom are in the early years age group and attend part-time and 10 are school-age, attending either before and after school or during the school holidays. The childminder cares for children Monday to Friday, from 7.30am to 6pm, all year round except bank holidays and family holidays.

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must:

 improve teaching by ensuring that the information gathered during observations is consistently used to assess children's progress, identify their next steps for learning and plan experiences for each child, which help them achieve the highest level of attainment over a sustained period of time

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must:

 ensure that risk assessments minimise the risk of potential harm for children, in particular ensuring that medicines and dangerous household substances are inaccessible to children at all times and that the patio area of the garden is suitable for children's play.

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

 implement robust self-evaluation procedures that concentrate on the effectiveness of the setting and take into account the views of parents and children, to help shape the future development of the provision.

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who attend

Children are happy, settled and secure in the care of the childminder. She has developed trusting relationships with them, which ensures that children are receptive to the sound learning opportunities that are offered and can build on their skills, so they are suitably prepared for school. Children benefit from an environment which is child-friendly. For example, there are attractive pictures on some walls and a suitable range of age- appropriate resources are set out at a low-level to stimulate children's interest. Furthermore, the childminder plans outings each week that she knows children will enjoy and suitably supports their learning. Children thrive on the regular praise they receive and are, therefore, becoming confident. The childminder uses encouraging tones when supporting children in what they are doing and as a result, they are willing to try things for themselves without fear of failing. The childminder supports communication appropriately,

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who attend

using lots of repetition and modelling language to encourage children's speech and communication. They regularly visit the library and have a choice of books available in the setting from which young children confidently select their favourites. Children turn the pages, pointing to the different pictures they see and the childminder names these so that children copy. Consequently, children's vocabulary is extended and they are beginning to learn that print carries meaning. Children begin to understand simple instructions as the childminder encourages them to find a certain toy. For example, they look for the small spoon so they can pretend to feed the baby dolls. The childminder talks to children about being careful and cuddling the dolls gently, teaching children to be kind and considerate of others. Children play well together and enjoy the company of the other young children present. They have opportunities to socialise with other children during outings to pre-

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who attend

school groups or when they visit other childminder's homes. Children are encouraged to explore malleable materials, such as dough. They use their hands to flatten and mould the dough or use a small knife to cut. The childminder shows them how to make patterns in the dough, finding resources, such as small car wheels or stencil shapes to create different patterns. Children copy the childminder's actions and smile with delight as they look at their pattern. Consequently, children are learning to be creative and their manipulative skills are developing. The childminder talks to children about the different colours of the dough, so they are beginning to identify and then match colours. Counting is appropriately introduced as children play, such as when they build. The childminder supports children's physical development appropriately. She encourages younger children to become confident walkers, using low-level furniture for support as their confidence grows.

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who attend

The childminder is committed to building positive links with parents. She speaks to them on a daily basis about how their child has been during the day and they appropriately share information about the child's achievements, both at home and in the setting. The childminder has recently introduced 'All about me' sheets, which she completes from her discussions with parents and early observations of children during settling-in. Consequently, she has a suitable understanding of where children are in their learning as they start in her setting and uses their interests to support children while settling. Once settled, the childminder makes further observations of children during their play, which she links to the different areas of learning. This means she has a general overview of children's progress to date. However, some aspects of teaching require improvement. The childminder's observations are not frequent enough to effectively track children's progress

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who attend

over time, so that any gaps in learning can be quickly identified and targeted, or used consistently to identify children's next steps for learning. This means that she is not always able to use these steps to methodically plan for children's future learning, so that activities provide sufficient challenge and successfully support all aspects of children's progress and learning.

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

Children's well-being and independence is appropriately promoted as they form secure emotional attachments with the childminder and her assistant and positive relationships with other family members. The childminder provides a warm, welcoming environment, where children show they feel happy and secure. The childminder is able to tune into younger children's personal language. She sensitively responds to their babbles and gestures, particularly as they put out their arms to be lifted up for a cuddle. Older children can clearly express their needs, for example, when they ask for a drink. Children thrive on the praise the childminder gives them, building their confidence and self-esteem. Children of differing ages play together learning social skills, such as sharing and turn taking. The childminder is a suitable role model, carefully explaining to children to be kind to others. This encouragement supports children in learning how to manage their own behaviour

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

effectively. The environment is suitably organised so that older children learn to become independent. For example, resources are stored at children's level so that they can make decisions about what they would like to play with. Consequently, the childminder provides adequate support to prepare children to the transfer to pre-school or school.

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

Parents and children generally visit before the childminder starts caring for children. This helps them to settle well and helps the childminder to obtain appropriate information from parents regarding their routines, any specific needs or any parental preferences for the care of their children. The childminder is sensitive to children's needs and follows children's home routines well. For example, she settles children to sleep when it becomes clear they are getting tired, giving bottles or comforters so that children happily settle. Children who prefer to sleep outside are dressed in warm clothes and rocked to sleep in their buggy, sited near to the kitchen doorway so they can be monitored from the house.

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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 their healthy growth and development. They spend time outdoors in the fresh air each day, either in the garden, at the park or on walks locally. Children follow routine hygiene procedures for hand-washing and the childminder ensures that she is an appropriate role model, as children see her wash her hands before handling food or after changing a nappy. Children learn about keeping themselves safe. For example, the childminder uses walks from school to reinforce children's awareness of road safety and uses simple explanations when in the home, such as why it is not safe to climb on the furniture.

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provision

Following a recent visit by Ofsted the childminder received an initial warning letter in relation to notifying Ofsted of significant events with regard to the suitability of the early years provider or any person who cares for, or is in regular contact with, children on the premises. It was also found that the childminder's first aid certificate had expired. The childminder has attended first aid training and the certificate of completion has been checked. The childminder is able to demonstrate her suitability to be working with young children.

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provision

The childminder appropriately understands her responsibilities for meeting the safeguarding and welfare requirements. Appropriate checks on adults are carried out to safeguard children and their welfare is appropriately monitored. The childminder demonstrates a sound understanding of safeguarding issues and has appropriate policies in place to support her in referring any concerns regarding children's welfare. The childminder checks the suitability of her home regularly, although, occasionally potential hazards are missed, such as children's medicines left so these are accessible. A gate is used to keep children out of the kitchen area; however, the lock on the kitchen cupboard containing household substances is currently broken. This means there is a risk to children. Furthermore, the childminder is aware that some patio slabs have become loose over the recent winter period and minimises the risks for children when playing outdoors,

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provision

by ensuring they play in areas which are assessed as safe. A clear set of policies effectively support the childminder's practices and the required documentation is suitably completed for each child. The childminder and assistant work closely together to care for children. For example, the assistant is present to help care for older children after school, so that the needs of the different ages can be appropriately met.

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provision

The childminder demonstrates through discussion and observation of her practice that she has a sufficient understanding of the learning and development requirements. She has completed all required training courses for childminding, enabling her to provide suitable care and learning for children. Through self-evaluation, the childminder has started to consider the aspects of the provision she wishes to improve in the future. For example, she is continuing to develop the educational programme and her monitoring of these, as she strives to improve the teaching and learning experiences to a good standard for all children in the future. However, she had not developed her own action plan to target her identified priorities to help her consistently drive improvements forward over time.

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provision

Partnerships with parents are strong. The childminder provides parents with clear information about their children's daily care and learning experiences, through daily verbal communication and relevant text messaging. This provides them with opportunities to become involved in their children's learning. Children's assessment records are available should parents wish to view these and the childminder has identified that she needs to be more proactive in encouraging parents to view and contribute to these records in the future. The childminder has sufficient knowledge about the importance of working with other professionals and providers to support children's individual needs. She regularly links with the local schools as she takes and collects older children and reliably relays information to parents so they are kept informed.

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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 EY277874 Local authority Norfolk Inspection number 956175 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 7 Number of children on roll 15

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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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