Childminder in Lincolnshire

Inspection date

Previous inspection date 05/06/2014 Not Applicable

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early years provision

This inspection: 3 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 3

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This provision requires improvement

 Children settle quickly into the setting and are happy in the childminder's care because she has well thought out settling-in procedures. This enables her to form caring relationships with the children and positive relationships with parents as they feel reassured, knowing their children are happy and safe in her care.  The childminder has a good understanding of how to keep children safe. She maintains well-documented practice to ensure children's well-being and welfare are protected and they are fully safeguarded.  Children's needs are met well within the prime areas of learning and as a result, they are developing the key skills needed to prepare them for their next steps in learning.

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It is not yet good because

 Partnership working with parents is not yet successful in encouraging parents to share information about learning and helping them to promote children's learning at home.  The childminder does not always provide opportunities for children to explore and experiment in adult-led activities.  The childminder does not always develop opportunities to promote children's thinking by asking open-ended questions.  Self-evaluation is at the very beginning stages and is not yet used to focus on continually improving learning outcomes for 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 activities taking place in the lounge and conservatory and viewed the indoor and outdoor environment.

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Inspection activities

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

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Inspection activities

 The inspector looked at a selection of policies, the register of attendance and a range of other documentation.  The inspector checked evidence of suitability for the childminder.

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Information about the setting

The childminder was registered in 2012. She lives with her partner and daughter aged 27 months in Grantham, Lincolnshire. The whole of the ground floor is used for childminding. There is an enclosed garden available for outside play. The childminder is able to take and collect children from local schools and pre-schools. The family has a pet dog. The childminder is registered on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Register. She also offers care to children over five years with before and after school care. There are currently seven children on roll, all of whom are in the early years age group and attend for a variety of sessions. She provides care all year round from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays. Children attend the local school and attend for morning and afternoon sessions.

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must:

 seek to involve and engage parents in their children's learning so that an effective shared approach to helping children to make the best progress is established.

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

 provide more opportunities for children to explore and experiment in adult-led activities

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

 develop children's communication and language through using open-ended questions to further improve their critical thinking skills

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

 develop self-evaluation and as part of this process, consider the views of parents and children so that future improvements are sharply focussed on their needs.

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who attend

The childminder has a broadly good understanding of the learning and development requirements of the Early Years Foundation Stage with a particular emphasis on the prime areas of learning. For example, the childminder models clear communication, getting down to children's level and repeats words back to them and uses intonation in her voice that children copy later on in their own independent play. The childminder regularly observes children's skills and records their assessments and next steps in their individual learning journals. She plans activities mostly based on children's interests to engage them in their learning. Observations of the children playing in the water identify an interest in pouring from different containers and as a result, the next steps are planned with new equipment and opportunities to pour their own drinks at snack time, which allow the children to make progress as their needs are being effectively met.

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who attend

A balance of child-initiated and adult-led activities are provided throughout the day. The childminder naturally brings into play, mathematical talk allowing her to assess children's skill in number. Some planned activities are not always based on children's interests. This means children have too few opportunities to take play in the direction they wish to go. For example, an activity to paint a plant pot is introduced to the children to assess their understanding of colour. However, the childminder did not consistently give opportunities for children to explore and experiment further as they mixed the colours together, in order to support their creativity. In addition, on occasions the childminder does not always ask open-ended questions in order to develop children's critical thinking and creativity. Focused and child-initiated activities do support children in acquiring key skills, such as extending listening and attention and co-operation skills. Children share resources well

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who attend

and the childminder praises their positive behaviour. As a result, the childminder is actively encouraging children's key skills, which prepares them well for future learning.

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who attend

The childminder develops positive relationships with parents. Comments received from parents are complimentary regarding the care and learning provided. They state that the childminder offers flexible childcare and that she cares for the children's needs with a particular emphasis on how quickly children settle in her care. Comprehensive information is provided to parents and the childminder collects settling-in information with regards to dietary information, sleeping patterns and likes and dislikes. This helps children to settle quickly into a new environment. However, the childminder does not provide enough opportunities to encourage parents to share their ongoing observations about their child's continuing progress and development at home. Consequently, the childminder does not have an awareness of how well the children are progressing at home and this limits how well she can plan for children to be able to meet all of their needs. The progress checks

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who attend

for children between the ages of two and three years are completed effectively and a written summary is provided to parents.

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

The childminder is welcoming and affectionate with children who form close relationships with her. She is calm, but very cheerful and the children respond to this well. Children's behaviour is good and they respond well to appropriate boundaries as they follow firm, but friendly reminders about the behaviour rules. Therefore, children are emotionally secure as they have clear boundaries that they fully understand. Children have a very close bond with the childminder and enjoy playing alongside her, talking about what they are doing throughout the session. Toddlers confidently engage her support when they want to move chairs to watch a visitor out of the window or to change their dolly's shoes. This demonstrates that children are emotionally secure. She spends time giving children the care and attention they need. For example, when children are feeling insecure she offers comfort and distraction techniques, using her knowledge of the children, until they

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

feel able to continue with their chosen activity. The childminder discusses children's home routines with parents, which means she is aware of how to meet children's needs by ensuring they have time to rest and sleep. The childminder is flexible in the care she provides and accommodates parents' working patterns, which ensures children are able to follow familiar routines. This means the move from home to the childminder's care is smooth.

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

The childminder has a well organised and welcoming environment. Resources are easily accessed and stored in boxes or in open tray units to support children's independence. She encourages children to access resources independently and to put them away once they have finished. Children generally follow the routines well for tidying up and support one another to do this. The childminder regularly reviews her provision, ensuring the resources are relevant and will help support the needs of the children. Recently, further sensory den equipment has been purchased to enhance sensory learning experiences for babies. The childminder skilfully supports children to play alongside and with one another, balancing the needs of all the children. All children co-operate when they play together with new resources. Older children are respectful of the needs of the younger children and generally show care and curiosity towards one another, all helping to create a strong,

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

Children take part in a wide-range of 'real-life' play opportunities. They play shops, caring for the dolls and pretending to cook. The childminder makes good use of discussion about healthy eating during their play. Therefore, children have a good understanding of how they can keep themselves healthy. The childminder prepares healthy meals that take into account any dietary requirements. Children sit around a table, using a range of inclusive seating to allow babies to join in and are encouraged to enjoy their food and appreciate healthy choices, in order to promote their continual growth and development. For example, children are offered a variety of fresh fruit and milk for their snack. Children follow well established routines to wash their hands before meals and after using the toilet. This demonstrates that they understand how they can keep themselves healthy. Children can have access to fresh air throughout the session as they play in the

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

childminder's enclosed garden. They walk to and from school and enjoy regular visits to the park and indoor and outdoor wooden play area. This means that children have plenty of time to engage in energetic play and have opportunities to promote large scale physical development at an age-appropriate level. In addition, the childminder provides good opportunities for children to learn about keeping safe as they play outdoors. This enables them to take small risks in an acceptable environment.

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provision

The childminder is well organised and maintains all the required paperwork, such as children's information, a record of their attendance and a clear record of suitable adults with completed safeguarding checks. Her policies and procedures are shared with parents, so they are aware of her responsibilities, particularly in relation to keeping children safe from harm. The childminder has a good knowledge of the safeguarding procedures to follow in the event of any concerns about a child in her care. She carries out thorough risk assessments of her home, outings into the environment and specific risk assessments linked to the keeping of animals. This means that she takes appropriate steps to keep children safe while in her care.

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provision

The childminder holds a relevant qualification in childcare and uses her experience from working within a nursery to help guide her in understanding the learning and development requirements of the Early Years Foundation Stage. In addition, she actively seeks support from fellow childminders. She aspires to make improvements and is beginning to evaluate the quality of the provision, but this is at the very beginning stages and does not fully address improvements in the learning outcomes for the children in her care. The childminder does intend to develop further the outdoor space and to gain further training to improve her knowledge of both the safeguarding and learning and development requirements. She regularly observes children and monitors their participation and engagement in activities to ensure they make progress in their learning.

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provision

Partnerships with parents are sound, although the childminder does not fully involve parents in their child's learning, in order to promote a shared approach. The childminder is fully aware of when and how to access the support of other agencies to help with any additional needs children in her care may develop in the future. She shares children's learning journals with other providers when children move on to nursery or school. This helps support a smooth transition for children in her care as providers are given clear next steps, development records and information about each child's likes and interests.

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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 EY449404 Local authority Lincolnshire Inspection number 903428 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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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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