Childminder in North East Lincolnshire

Inspection date

Previous inspection date 30/04/2014 30/01/2009

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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

 Purposeful and fun activities based on the consistent use of good teaching and effective observation and assessment motivate children to take part in learning opportunities. This means that children are making good progress and developing the skills for future learning.  Communication is actively supported. This results in children paying attention, listening, concentrating on what is being said and becoming enthusiastic communicators.  The childminder demonstrates a good understanding of her role and responsibilities regarding the welfare and safeguarding requirements such as ensuring the suitability of people and implementing effective policies and procedures. This means that children are cared for in an environment that promotes their safety and well-being.  Good working partnerships with parents and the local school teachers, together with daily visits to school, mean that children are well prepared when they are ready to

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This provision is good

move on to school and their next stage in learning.

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It is not yet outstanding because

 There is scope to strengthen the links with parents so more information about what children are doing and achieving at home is shared and taken into account when planning activities, to extend children's good learning even further.  There are few opportunities to see and explore print independently in the environment and books are not freely accessible to children.

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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 children's play and interactions with the childminder throughout the inspection.

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Inspection activities

 The inspector looked at a selection of documentation, including children's information, risk assessments, certificates, policies and procedures and suitability checks.  The inspector conducted a joint observation with the childminder.

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Inspection activities

 The inspector took account of the views of parents spoken to at the inspection and through their written comments.

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Information about the setting

The childminder was registered in 2004 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband in a house in Grimsby, North East Lincolnshire. The whole of the ground floor, one bedroom and the rear garden are used for childminding. The family has a dog and fish as pets. The childminder collects children from the local schools and pre-schools. She takes children on walks around the local area and on outings to nearby places of interest. There are currently 10 children on roll, seven of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 5.30am to 7pm, Monday to Friday, except bank holidays and family holidays. The childminder is a member of the Professional Association for Childcare and Early Years and has completed the 'Children Come First' quality assurance scheme.

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

 strengthen opportunities for parents to contribute more information about what children do at home and use this shared knowledge to plan together to move children even further forward in their learning

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

 enhance children's early literacy skills and enjoyment of books by, for example, creating an area where children can access books independently

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

 increase opportunities for children to see print in the environment, for example, by labelling resources with words and pictures.

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who attend

Children make good progress with the childminder because teaching is based on a secure understanding of the learning and development requirements of the Early Years Foundation Stage. Important information about children's care needs and interests is obtained from parents when children are first registered at the setting. The childminder builds on this information by making regular and precise observations of children's learning and then effectively monitoring their progress. The childminder provides parents with a copy of children's next steps for each term and completes the progress check at age two. Teaching is consistently good as suitably challenging learning opportunities are planned that motivate and engage the children. This means that children are making good progress and developing the skills needed for future learning. However, the childminder is not always successful in obtaining information from all parents about children's ongoing

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who attend

learning and achievements at home, in order to further secure the learning process.

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who attend

Communication is given a high priority and is actively supported by good use of facial expressions, tone of voice, anticipation and extending vocabulary. This results in children paying attention, listening, concentrating on what is being said and becoming enthusiastic communicators. The childminder supports, but also challenges children's thinking skills, by using a variety of skilful techniques. For example, she encourages children to solve problems for themselves. This encourages children to link actions and words together and consolidates their understanding. When children cannot find resources they need they are asked, 'I wonder where they can be?' When the children do not immediately respond they are further supported, 'Would you like to look in the box?' Children are active explorers across all seven areas of learning. The childminder actively promotes learning by knowing all children's next steps and offering good experiences in real situations. For example, they

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who attend

wait for the microwave to 'ding' and count how many seconds till it does. They talk to each other about the blackbirds in the garden, counting them and thinking about what they are doing. Children develop their language skills as they repeat what the childminder says. This means that children are developing communication, personal and social skills. They are also acquiring skills in mathematics and in understanding the world that they live in. However, while children enjoy sharing books and eagerly follow the print as the childminder reads to them, there are fewer opportunities to see and explore print independently in the environment.

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who attend

There are good working partnerships with parents and the local school, which children become familiar with as they visit daily to drop off and pick up older children. This means that children are well prepared when they are ready to move on to school and the next stage in their learning.

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

Children's well-being is good because the childminder has formed secure emotional attachments with the children and their families. She gathers information from parents about children to ensure their needs are fully met. One parent's comment is that 'she is reliable, trustworthy and just amazing'. The childminder takes time to get to know children well and very effectively promotes their confidence and self-esteem. As children sit next to her for a story they are asked 'Are we all snuggly?' and they smile and move closer. Children share fun and humour but also know that there are boundaries and respect them, the childminder and each other. Good communication with parents and teachers prepares young children well for their move to school.

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

Children are developing sound social skills as the childminder is a good role model and effectively models the good manners that she expects and she receives from them in return. Children are encouraged to be independent and tidy away resources they have used. The childminder makes sure that the children understand that toys need to be put away in order to maintain a safe environment. Behaviour is well managed as the childminder uses praise and positive reinforcement to promote good behaviour. A parent comments that 'behaviour and discipline in practice are communicated consistently between us. She is firm but fair in her approach'.

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

Children are supported in making healthy food choices and encouraged to be active and benefit from fresh air each day. For example, they crawl, slide and slither up a tunnel to a tent repeatedly and enthusiastically and, they dance along to music. There is a well- resourced environment indoors and out, with most resources accessible. However, books are on a shelf so they are not freely accessible to the children, which means that they cannot easily choose what they would like to look at.

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provision

The childminder has a sound understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. She gathers good information from parents about their child to ensure their needs are consistently met and comprehensive policies and procedures are regularly reviewed and shared with parents. This ensures that parents understand the duty of the childminder to protect children. Children are effectively safeguarded because the childminder has a good knowledge and understanding of child protection and what to do if she was worried about a child in her care. All required documentation to keep children safe is in place and all adults living in the home have had suitability checks completed on them. This means that children are cared for in an environment that promotes their safety and well-being.

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provision

The childminder has a good understanding of the learning and development requirements of the Early Years Foundation Stage. Effective systems are in place to monitor children's development and to ensure that a broad curriculum offers interesting and challenging activities. The childminder ensures that she has a very good understanding of each child's development needs. She demonstrates a consistent approach towards promoting good learning outcomes for children as she reflects on her practice. As a result of this consistency in their care and learning children, are acquiring positive attitudes towards future learning. However, there is scope for the childminder to encourage parents to share more information about what children are learning at home so that the good progress children are making can be even better.

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provision

The childminder 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. She has a good relationship with parents and the school nursery where children move on to. There are sound monthly summaries of development, including the progress check at age two. This is completed with parents and identifies any early development needs. It is then shared with school prior to the children starting at their new setting. This means that there is consistency in learning for the children and enables everyone involved with a child to work together to support their learning and development.

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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 EY297761 Local authority North East Lincolnshire Inspection number 820171 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 10

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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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