Childminder in Lincolnshire

Inspection date

Previous inspection date 29/04/2014 14/04/2011

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early years provision

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

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This provision is good

 Children are happy, confident and independent when they are with the childminder. Their personal, social and emotional development is fostered well.  Children are safeguarded as the childminder understands her responsibilities regarding child protection and knows what to do if she had concerns about a child in her care.  The childminder works in close partnership with parents and carers regarding all aspects of their children's care and education.  The childminder is professional and committed to providing a high quality childminding service to the children and families she serves.

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It is not yet outstanding because

 There is scope to develop children's curiosity and critical thinking skills further by extending the use of open-ended questioning in response to children's interests.

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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 playroom, kitchen/dining room and outside.

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Inspection activities

 The inspector held discussions with the childminder at appropriate times during the inspection.  The inspector looked at a range of documents and records.  The inspector checked evidence of the childminder's suitability and qualifications.  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 2007 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner, one adult child and three children aged two, five and 14 years in the Bracebridge Heath area of Lincoln. The whole ground floor of the house is used for childminding. A bedroom upstairs is available for sleeping. There is an enclosed garden at the rear for outside play. The family has two pet cats, three chickens and a giant African land snail. The childminder operates all year round, Monday to Friday, from 7.30am until 6pm, with the exception of Bank Holidays and family holidays. There are currently two children on roll, both of whom are in the early years age range and attend for a variety of sessions. The childminder is a member of the Professional Association for Childcare and Early Years. She has a level 3 early years qualification.

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

 encourage children's critical thinking skills and developing curiosity, for example, by extending the use of open-ended questions.

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who attend

Children make good progress in their learning and development when they are with the childminder. She provides a good range of activities and learning experiences for each child based on their interests and development needs. This ensures they are learning in a way that is specific and relevant to them. The childminder is a good teacher. She makes learning fun and has a solid understanding of child development and how young children learn. She uses effective teaching strategies for the vast majority of the time. However, on occasion she misses opportunities to make the most of spontaneous learning to develop children's and critical thinking because she fails to build on their curiosity to find out why things happen. The childminder engages children in discussions and asks them questions to encourage their critical thinking skills, but she does not always do this consistently, and the use of closed questions on occasion limits the amount of opportunities children have

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who attend

to think for themselves. Children display the characteristics of effective learning in their play. They are keen to engage in activities and have a go at new things. For example, young children observes older children confidently using the pogo stick and decide to try it for themselves. They find it very difficult but persevere for a long time and do not give up. The childminder allows them to try for themselves and then supports them to give them the confidence to keep going. Children come up with their own ideas. They confidently make choices about what they want to play with. For example, they decide they want to make an obstacle course like they did the day before. They place tunnels and tents near the slide and enjoy sliding down into the tunnels and crawling through. The family cat decides to join in with this activity and the children find this amusing. Children love animals and learn to care for them as the childminder also keeps chickens in the garden.

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who attend

They excitedly look to see if the chickens have laid any eggs and enjoy feeding them. Children are explorers. They lift slabs in the childminder's garden to search for bugs and they find worms in the soil. They look at the worm with the childminder and decide to find him a new home. Children's understanding of the world is promoted very well.

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who attend

Children have fun learning through play. The childminder is a playful practitioner who makes learning fun and interesting. She uses humour, for example, when children pretend to be a builder and drill the wall wearing toy ear protectors, the childminder pretends to talk to her in a loud voice but really she is just mouthing the words. When the children remove the ear protectors the childminder speaks at normal volume again and says 'Couldn't you hear me?' This continues and when the children realise what she is doing they giggle about it. Children learn because they are happy and engaged. Their communication and language skills are developing as the childminder gives them many opportunities to speak and listen. Their vocabularies are extended through the discussions they have during the day. Children are keen to practise their early writing skills in their scribble books, and the childminder praises them for writing their names and for their

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who attend

detailed drawings of caterpillars and bumble bees. Children reflect on previous activities they have enjoyed with the childminder, such as when a child brought her giant millipede in from home. They try and estimate how many legs the millipede has, and the use of mathematical language supports children's development further. Discussing the past also supports children's remembering skills and reaffirms their sense of belonging in the setting.

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who attend

The childminder works closely with parents and carers regarding children's education. She keeps a book for each child with examples of their work and activities they have taken part in, and shares this with parents. The childminder completes the progress check at age two in partnership with parents. She uses this assessment as a tool to identify any development areas where children may need additional support. The childminder has established good relationships with staff at the local school. She supports children to be ready for school by focusing appropriately on the prime areas of learning and introducing the specific areas of learning more as the time to start school approaches. Children's literacy and mathematical development are supported well by the childminder and this helps them to prepare for starting reception class.

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

Children's well-being is of high priority to the childminder. She is a kind and caring person who children relate well to. Children have a strong sense of belonging because the childminder makes them feel like they are part of her family. They are offered a warm welcome into her home, and the close bonds they form with the childminder help them to feel secure in her care. Children feel valued by the childminder as she displays their artwork on the walls and talks proudly about their achievements. Children's personal, social and emotional development is fostered well. They are confident and independent and behave very well. The childminder is a good role model as she encourages manners and kindness at all times. Children respond well to her and listen when she asks them to do something. Any minor disputes are managed appropriately by the childminder, and she encourages children to reflect on what they have done if they have upset another child.

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

Children's self-esteem is boosted by the childminder as she regularly praises them for their good behaviour and achievements. They are learning to share and cooperate with each other, and these skills support them well when they start school and throughout their future lives. Children confidently move around the childminder's home and garden, selecting what they would like to play with and requesting the childminder's attention.

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

Children's dietary health is well supported. The childminder does not provide food for children but encourages parents to provide healthy and nutritious options in their packed lunches. Children enjoy their snack of breadsticks and sour cream and chive dip. Their coordination skills are promoted as they dip their breadsticks, and the childminder chats to them about healthy foods and encourages them to try new things. Snack time is sociable and relaxing as children enjoy chatting amongst themselves and listening to the background music. Children are kind and caring towards each other, and this contributes to the harmonious environment. At lunchtime the children and childminder decide to have a picnic lunch outside as the weather is so good. They enjoy sitting on a blanket with their lunch of olives, cheese, sausage, fruit and crisps. They discuss the sunny weather and learn about the need for sun cream and how it protects their skin from getting burned.

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

Children are encouraged to keep themselves clean and wash their hands after using the toilet and before meals. Older children are encouraged to be independent at this time and younger children are appropriately supported. Children have daily opportunities for fresh air and exercise in the childminder's garden. Their physical development is promoted well as they climb ladders, whizz down slides, crawl through tunnels and ride in toy cars. The childminder also takes children out and about in the local area on a regular basis, and this gives them further opportunities to play and learn outdoors. Children learn about managing their own safety as they engage in risky play. They climb up high on the play equipment and the childminder reminds them to be careful and stands near them to keep them safe. They are brave and adventurous, and the childminder does not hinder this but ensures she is close by for safety. Children learn about the safety of others as they have

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

to be careful when on the swings in case another child runs in front of them. Children show real care and consideration for each other, and when they have occasional disagreements they soon sort these out with support from the childminder.

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

The childminder works closely in partnership with parents and carers regarding children's care. She ensures she shares information so she can meet children's individual needs to a high standard. Parents comment positively about the care their children receive from the childminder in the many cards and letters they have written to her. The childminder is very good at linking children's home lives with what they do in her care, and she involves children in discussions about themselves and their families. This supports children's sense of belonging and fosters strong links between the setting and home.

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provision

This inspection was brought forward by Ofsted following concerns raised about supervision, ratios, safety on outings, behaviour management and meeting children's individual needs. Ofsted carried out a visit to look at whether the childminder was meeting the safeguarding and welfare requirements, which found that the childminder had appropriately risk assessed outings and was able to explain how she keeps children safe while on outings. In addition, the childminder had appropriate procedures to ensure children were adequately supervised. She had an appropriate behaviour management policy and procedures and was meeting the requirements in relation to adult-to-child ratios. However, the childminder had not maintained a record of children's hours of attendance. Following this visit, the childminder received a notice to improve that asked her to ensure a daily record is kept of the names of the children being cared for on the

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provision

At this inspection, the childminder was found to be complying with the safeguarding and welfare requirements. She is clear about the requirements to maintain a record of children's attendance and ensures this is done at all times. The childminder understands her responsibility to meet the safeguarding and welfare requirements of the Early Years Foundation Stage. Children are safeguarded because the childminder knows the signs and symptoms of abuse and is aware of what she needs to do if she has concerns about a child in her care. Policies and procedures in place underpin her practice effectively. Children are protected by the childminder as her home is secure and free from hazards. The childminder regularly spends time with another childminder and the children she minds, and this is of benefit to children as they interact with others and gain from different experiences. The childminder ensures she keeps children safe when she is with

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provision

the other childminder by supervising them closely at all times.

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provision

The childminder understands the learning and development requirements of the Early Years Foundation Stage. She monitors the effectiveness of the educational programmes and children's progress, which means she is well placed to identify where there are gaps in children's learning. The childminder reflects on her practice and identifies areas for improvement. She has appropriate arrangements in place to share information about good practice with other professionals, in order to improve her knowledge and skills. The childminder attends training where possible to keep her knowledge up to date, and has identified the training she will attend this year. She has high expectations of herself and is committed to her career in childminding. The childminder works in close partnership with parents and carers and this is of benefit to children. She has established good links with staff at the local school and recognises the importance of partnerships between herself

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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 EY346350 Local authority Lincolnshire Inspection number 967971 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 2

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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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