Childminder in Lincolnshire

Inspection date

Previous inspection date 12/05/2014 Not Applicable

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early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Children make good progress in their learning and development, the childminder is a good teacher who plans an exciting range of activities and learning experiences for them.  The childminder works closely in partnership with parents and carers regarding all aspects of their children's care and education and this is of benefit to the children she minds.  Children are safeguarded because the childminder is alert to the signs and symptoms of child abuse and neglect and knows what action to take if she is worried about a child in her care.  The childminder is committed to partnership working to support her continuous professional development and this has a positive impact on the care and education that children in her care receive.

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It is not yet outstanding because

 On occasion, the childminder does not maximise opportunities to fully develop children's language skills, by not always giving them enough time to formulate a response to her questions.  There is scope for the childminder to increase her knowledge and understanding of food hygiene regulations to enhance hygiene practices even further.

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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 lounge, kitchen/dining room and the garden.

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Inspection activities

 The inspector held discussions with the childminder at appropriate times during the inspection.  The inspector conducted a joint observation with the childminder.

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Inspection activities

 The inspector looked at a range of records including children's details, learning information, written policies, training certificates and a selection of other documents.

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Inspection activities

 The inspector checked evidence of the childminder's suitability and qualifications and her self-evaluation form.  The inspector interacted with children throughout the inspection.  The inspector read accounts from parents to take their views into consideration.

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Information about the setting

The childminder was registered in 2013. She is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged one and five years in a house in Lincoln, Lincolnshire. The childminder cares for children Monday to Friday, term time only, from 7.30am until 5.30pm with the exception of bank holidays. The childminder uses the whole of the ground floor of her home for childminding and this comprises of a kitchen/dining room, lounge and downstairs toilet/utility room. A bedroom upstairs is available for children to sleep. There is an enclosed garden at the rear for outside play. The family has a pet cat. There are currently four children on roll, three of whom are in the early years age group and attend for a variety of sessions. The childminder cares for children before and after school as well as during the day. She takes the children out and about in the local area on

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Information about the setting

a daily basis to various groups, the children's centre, the park, a nature reserve and on the school run. The childminder is a member of the Professional Association for Childcare and Early Years. She holds qualified teacher status.

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

 increase knowledge and understanding of food hygiene regulations to enhance hygiene practices further

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

 maximise the opportunities for children to think and process information fully and develop their language skills to their full potential on a consistent basis.

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who attend

Teaching is good. The childminder has a good knowledge and understanding of child development and how young children learn and she uses this to teach them well. She plans activities, resources and the environment individually for each child she minds, based on their interests and her observations of their development needs. This ensures that children receive learning that is very relevant to them, as a result, they make good progress in their learning and development. The childminder tailors her teaching methods to each individual child which means all children are appropriately supported to achieve. The childminder focusses on the prime areas of learning for the youngest children she minds. She understands the need to support these foundations of learning to help children consolidate what they know and can do and be ready for their move on to school. For the vast majority of the time the childminder uses effective teaching strategies. However, on

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who attend

occasion she limits the opportunities for children to think and process information fully to develop their language to its full potential. She has a tendency to ask too many questions without allowing sufficient time for children to respond. The childminder observes children and assesses their progress. She has created a book for each child which she records observations and photographs in and shares these with parents. She uses the observations from the books to help her assess children's progress each term and this system is effective in ensuring all children are making good progress.

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who attend

Children enjoy a good range of activities which cover all areas of learning. Overall, their early communication is supported well by the childminder. Together, they share many interesting discussions and the childminder mimics children's emerging language and introduces new vocabulary. She is good at using sounds and actions to represent words and this promotes children's listening, understanding and speaking. For example, children show interest in different vehicles and try and say 'helicopter'. The childminder praises this and repeats the word by sounding it out and pretending her hands above her head are helicopter blades. Children respond well to these teaching methods. They display the characteristics of effective learning in their play. They are keen to have a go exploring the environment and resources in the childminder's home and garden. They persevere with difficult tasks, for example, when they get a tricycle stuck between the wall and fence

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who attend

they do not give up until they have freed it. The childminder offers support but allows them to work problems out for themselves. Children make their own decisions about how they play. When the childminder offers them the opportunity to plant some seeds with her, they are not particularly interested in this and choose to transport soil from one container to another. She allows this to happen, as a result, children are able to take the lead in their learning. Children's early literacy and mathematical skills are promoted as they engage in imaginative role play in the garden centre. They sell seeds to their friends and make marks which represent their early writing attempts. They press numbers on the toy till and learn about how technological equipment works. Children enjoy investigating the drainpipe run with the childminder. They send various sized balls down and try and guess if they will fall off the end or go down the hole.

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who attend

The childminder works in close partnership with parents and carers regarding children's education. Parents have regular opportunities to view and discuss their children's learning records and this helps them to support their children's learning at home. Information about the Early Years Foundation Stage is provided to parents and the childminder's weekly planning is displayed for parents in the entrance area of the childminder's home. This provides parents with accessible and useful information. The childminder is yet to complete a progress check at age two for any of the children in her care as none have yet reached this age. She is committed to completing the check in close conjunction with parents and the health visitor, using it to identify any developmental needs in a timely manner. The childminder demonstrates the ability to do this and to work effectively in partnership with other professionals to meet all children's needs. She has developed good

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who attend

relationships with the local school and children's centre. These positive partnerships will be used to support children in the transition to school when the time comes.

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

The childminder forms very close attachments with the children she minds. She spends a great deal of time getting to know each child and bonding with them so she can meet their individual needs to a high standard. This fosters children's emotional security and gives them a sense of belonging. She is kind and caring and has an enthusiastic personality which the children respond very well to. Children have a sense of security when they are with the childminder and this allows them to be happy and to learn without hindrance. The childminder's home is a warm and welcoming, family home and she organises the space well to make it child friendly. Children confidently choose what they would like to play from the good range of toys which are freely accessible. They are developing their independence as the childminder encourages them to have a go and try things for themselves, offering support where needed. Children behave very well when

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

they are with the childminder, she creates a calm, positive environment where there is plenty to do. She is a good role model to children regarding behaviour as she encourages kindness and manners. The childminder is receptive to children's individual triggers, for example, she notices when they are getting tired and ensures she times their naps to meet their needs. She supports children's independence and self-care by helping them to dress, undress and wash their hands before eating for example. These skills give children confidence when they move on to the next stage in their learning, for example, to pre- school or school. The childminder supports children's self-esteem and confidence which fosters their personal, social and emotional development. This all effectively supports children to be emotionally ready for when they start school.

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

The childminder's home is clean and she uses hygienic practices in the kitchen and bathroom. There is some scope for the childminder to increase her knowledge of food hygiene regulations to enhance hygiene practices even further. She has yet to contact the local authority environmental health department and so has not benefitted from their advice regarding the temperatures food should be stored at and heated to. The childminder has attended a food hygiene course and so is aware of good practice, however, this could be enhanced further to offer children an outstandingly hygienic environment. Children's dietary health is promoted by the childminder who provides healthy meals and snacks for them. They enjoy grapes, satsuma and hot cross buns for snacks, whilst they chat to each other and the childminder while eating, sat in their highchairs. Children have regular opportunities for physical exercise and fresh air outside

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

in the childminder's garden. They go out and about on the school run, to nature parks and play parks. Their physical development is promoted well. Children are starting to learn about how to keep themselves and others safe. They practise regular fire drills with the childminder to ensure they can evacuate her home quickly in the event of an emergency. They learn that they must wait for their turn on the slide, so not to hurt one another. They also learn that the slide steps are wet because it has been raining and they must wipe them before they use it as they may slip and hurt themselves. The childminder keeps children safe on outings as she conducts a thorough risk assessment of each outing.

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

The childminder works well in partnership with parents regarding children's daily care routines. When children first start with the childminder, she gathers a good deal of information from parents to ensure she meets children's individual well-being to a high standard. Parents praise the childminder's care of their children in recent survey forms they have completed. The childminder has discussions with parents when they collect their children about the day's events. She keeps a diary for each child which details what they have eaten and when they have slept and parents appreciate this information. The childminder aims to follow children's individual routines, such as, sleeps, nappy changes and meal times as much as possible. She ensures children are safe when they sleep as she checks on them regularly and uses a listening monitor. Nappies are changed with hygiene and privacy in mind and she makes this a fun time by chatting to children and

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provision

Leadership and management are good. Children are safeguarded as the childminder has a good understanding of her responsibilities regarding the safeguarding and welfare requirements of the Early Years Foundation Stage. She has completed training on recognising the signs and symptoms of child abuse and neglect. The childminder knows what to do if she is worried about a child. She has implemented a good range of policies and procedures which underpin her practice. The childminder conducts regular risk assessments which ensure the environment is safe and free from hazards. As a result, children benefit from a secure environment and the childminder's vigilant supervision keeps them safe.

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provision

The childminder meets the learning and development and assessment requirements of the Early Years Foundation Stage well. She monitors the educational programmes she provides effectively. The childminder tracks children's progress to ensure her teaching practice is effective and children are learning and developing well. The childminder is good at reflecting on her practice and identifying areas for improvement. She is committed to continuous professional development as she attends regular training. The childminder has high expectations of herself and is committed to providing a high quality service to the children and families she serves. She is highly qualified and this level of qualification has a positive impact, as the quality of teaching and children's progress is good. Meeting children's needs and supporting their well-being is of paramount importance to the childminder.

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provision

The childminder works closely in partnership with parents and carers. She has developed a welcome pack for parents which is comprehensive and thorough and gives parents information regarding the care and education the childminder provides. She seeks parents views on her practice by asking them to complete a survey and she feeds this information into her self-evaluation. The good partnerships she has developed with parents enable her to meet children's needs very well. The childminder has established good links with the local school and understands the importance of partnership working. She has recently joined a local early years hub which consists of a variety of early years providers with the shared goal of improving practice. This demonstrates the professional and positive attitude of the childminder to continuous improvement. The childminder has put a great deal of effort into establishing her childminding business. She has achieved a lot in the six months

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provision

she has been minding. The childminder has a very professional attitude towards her job and wants to continually improve for the benefit of the children she cares for.

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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 EY468429 Local authority Lincolnshire Inspection number 943832 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 4

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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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