Childminder in North East Lincolnshire

Inspection date

Previous inspection date 05/06/2014 Not Applicable

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early years provision

This inspection: 4 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 3 The effectiveness of the leadership and management of the early years provision 4

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This provision is inadequate

 The childminder does not adequately safeguard children because she does not have a clear comprehension of what to do if she is concerned about a child in her care. She does not grasp the importance of implementing a policy and procedure regarding the use of mobile phones and cameras in her setting to safeguard children.  The childminder does not maintain an accurate record of children's attendance and does not understand the importance of doing so to safeguard children.  The childminder has a limited understanding of her role and responsibilities to meet the requirements of the Early Years Foundation Stage. She demonstrates a lack of ability to evaluate her setting and identify areas for improvement.  The childminder does not always consider the developmental stages of children when she is planning activities. She does not assess children's progress and so is unable to promote their learning fully. In addition, she does not always promote children's critical

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It has the following strengths

 The childminder is kind and caring towards children and children are happy and comfortable in her care.  The childminder understands the importance of working in partnership with parents and has established relationships with other childcare providers and the local school.

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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 and kitchen/dining room.

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Inspection activities

 The inspector had a tour of the whole house and viewed the garden with the childminder.

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Inspection activities

 The inspector held discussions with the childminder at appropriate times during the inspection.

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Inspection activities

 The inspector looked at a range of records including children's details, written policies, training certificates and a selection of other documents.  The inspector checked evidence of the childminder's suitability and qualifications.  The inspector interacted with children throughout the inspection.

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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 10-year- old son in Grimsby, North East Lincolnshire. The childminder cares for children all year round, Monday to Friday, from 8am until 8pm with the exception of family 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 toilet. There is an enclosed garden at the rear for outside play. The family has four cats as pets. There is currently one child on roll in the early years age range and this child attends for a variety of sessions. The childminder offers care for children before and after school as well as during the day. She takes the children out and about in the local area on a daily basis to the park, soft play centres and on the school run. The childminder is a member of the Professional

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Information about the setting

Association for Childcare and Early Years.

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must:

 implement a policy and procedure to safeguard children, that is in line with the Local Safeguarding Children Board and covers the use of mobile phones and cameras in the setting

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must:

 develop knowledge and understanding of the safeguarding children procedure with particular regard to the action to be taken if there are any concerns about a child

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must:

 ensure you are familiar with the Early Years Foundation Stage, to gain an appropriate knowledge and a clear understanding of your responsibilities

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must:

 ensure an accurate record of children's attendance is maintained on a daily basis

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must:

 ensure the developmental stages of children are considered and used to plan a challenging and enjoyable experience for each child in all areas of learning and development

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must:

 ensure assessments of children's progress are focused on identifying children's levels of achievement, their interests and learning styles and any gaps in their learning and use these assessments to shape learning experiences for each child.

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

 improve knowledge and understanding of how young children learn and use this to provide more opportunities for children to develop their critical thinking skills by allowing them more time to work problems out for themselves.

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who attend

The quality of teaching requires improvement because it is variable and not based on a sound knowledge and understanding of child development and how young children learn. The childminder does not use consistently effective teaching methods to support children's progress. She does not always provide sufficient challenge to children to support their critical thinking skills. For example, when engaging with imaginative role play she encourages children to work out problems for themselves. Children try and work out if they have enough money to purchase the shopping and the childminder encourages them to keep going until they have solved this problem for themselves. This promotes their mathematical development and their problem-solving skills. However, on other occasions the childminder offers answers to children's questions too freely which does not give them consistent opportunities to develop their critical thinking skills. The childminder lacks in

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who attend

confidence and does not fully understand the learning and development requirements of the Early Years Foundation Stage. This has resulted in her placing too much reliance on others to provide high quality learning experiences for children. For example, children attend other childcare settings and the childminder feels it is primarily their responsibility to support children's learning and development.

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who attend

The childminder plans activities based around her knowledge of the children and their interests. However, she fails to fully consider children's developmental needs as part of this planning. For example, she takes children to the park because they like to play outside and be physical. However, she does not plan exciting activities based on her observations of children's development. The childminder does not assess children's progress and this limits her ability to ensure all children are achieving based on their age and stage of development. Children display the characteristics of effective learning when they are with the childminder. However, this is not always as a direct result of the childminder's teaching methods. Children are confident and enjoy playing and exploring with the toys available to them. Their communication and language skills are being supported appropriately by the childminder through the constant discussions they share.

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who attend

The childminder names objects as she talks about them to promote children's listening and understanding skills. Children enjoy creative activities, such as painting, role play and making shapes from play dough. Their development in expressive arts and design is promoted sufficiently. Children are learning early mathematical skills as they count with the childminder and learn about money.

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who attend

The childminder shares a verbal exchange of information with parents each day about what their children have done. Hhowever, this is primarily focussed on children's routines and care and less about their learning and development. The childminder does liaise with other childcare providers who share care of the children. She finds out information about topics they are exploring and then attempts to incorporate this information into what she does with the children. The childminder has established relationships with the local school and children accompany her on the school run each day. This helps them to become familiar with the school environment ready for when they start. The childminder has an appropriate understanding of the prime and specific areas of learning and how she can support children to be academically ready for the transition to school. For example, she supports children's mathematical and literacy development more in the term before they

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

Children are happy when they are with the childminder. She is a kind and caring person who wants to do her best for the children she minds. Unfortunately, due to a lack of self- evaluation and the childminder's limited understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage she has been unable to promote children's well-being effectively. The childminder forms close bonds with the children in her care and this is plain to see. Children are confident and comfortable when they are around the childminder. They enjoy cuddles and climbing on to the childminder's shoulders and rubbing her hair. The childminder gets to know children well and this helps them to feel a sense of belonging when they are with her. Children are confident in the childminder's home. They know where everything is and access resources freely. The childminder has a small amount of age appropriate resources for children to play with.

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

Children's personal, social and emotional development is fostered to a certain extent because they are confident and the childminder offers them regular praise for their good behaviour and achievements. This boosts children's self-esteem. Children behave very well when they are with the childminder. She is a good role model as she encourages manners and kindness. Children are being adequately supported emotionally for the next stage in their learning, when they move on to school.

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

Children's physical development is supported because the childminder takes them out and about in the local area to parks and soft play centres. She has a garden, however, it is not currently suitable for play due to it being slightly hazardous. The childminder has recognised this and has plans to make improvements to her garden to make it a useable space for children to play and explore in. Children have opportunities to be physical inside as they jump on the trampoline and drive a battery-powered vehicle around the house. The childminder helps children to learn about keeping themselves safe as she explains they must not jump on the trampoline while eating an ice lolly. Children listen to her and ask further questions as to why this is unsafe and the childminder discusses this with them. This is helping children to begin to understand how to protect themselves. Children are encouraged to be independent in their self-care when they go to the toilet for

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

example. The childminder supports children's understanding of personal hygiene practices as she encourages hand washing. The childminder provides home cooked foods for children at meal times and aims to make these as healthy as possible. Her kitchen is clean and she has completed training in food safety which supports her hygiene practices.

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

The childminder works in partnership with parents and carers regarding children's care. She gathers information about children when they first start so she can meet their needs. For example, she finds out what they like to eat and information about their daily routines. She communicates with parents verbally and through a daily diary to give them information on, for example, what children have been doing and what they have eaten and parents find this useful.

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provision

Leadership and management are inadequate. The childminder does not have a sufficient understanding of the requirements of the Early Years Foundation Stage. Children are not fully safeguarded because the childminder is uncertain of the procedures to follow if she is concerned about a child. This causes unnecessary delay in the childminder making a referral to children's services which puts children at risk. The childminder has a limited understanding of the requirements surrounding the use of mobile phones and cameras in her setting and how this links to safeguarding. The childminder does not keep an accurate record of children's attendance and sometimes completes her register a month in retrospect. This means she does not have the required information and she has also failed to understand the importance of maintaining this record and how this links to safeguarding. The childminder has a range of policies and procedures, however, her

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provision

understanding of them is limited and they are not implemented in practice. She does not organise her documentation well and this has resulted in her not meeting all of the requirements. The childminder does understand her responsibilities regarding notifying Ofsted of any adults in the home so their suitability can be checked. Children are cared for in a relatively safe home because the childminder ensures hazards are kept to a minimum and she supervises children at all times to keep them safe.

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provision

The childminder has completed the basic training required to become a childminder, including paediatric first-aid training. This means she can act appropriately if children have an accident. The childminder has not attended any other training since registration and this is having a negative effect on her ability to support children's learning and development as the quality of teaching requires improvement. The childminder does not adequately monitor the effectiveness of the educational programmes or the quality of her teaching. She also does not monitor children's progress sufficiently and so does not have an accurate overview of where children are in relation to the development bands in Early Years Outcomes. This limits the level of support she can provide children to learn and develop.

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provision

The childminder does not effectively evaluate her setting. She does not reflect on what she is doing and is unable to identify all areas for improvement by herself. She has a limited understanding of the roles and responsibilities of being a childminder. The childminder has not given sufficient time and attention to establishing her childminding setting which has resulted in an inadequate grade at this inspection. The childminder does work in partnership with parents and carers and is keen to support them and offer them a flexible service. For example, she will mind children into the evening when required and will drive children home to help parents. The childminder has established relationships with the local school and other childcare providers and she acknowledges the importance of continuing to develop these relationships in the best interests of children.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 keep and implement a written statement of procedures to be followed for the protection of children, intended to safeguard the children being cared for from abuse and neglect (compulsory part of the Childcare Register)  ensure a daily record of the names of the children looked after on the premises and their hours of attendance is kept (compulsory part of the Childcare Register).  keep and implement a written statement of procedures to be followed for the protection of children, intended to safeguard the children being cared for from abuse and neglect (voluntary part of the Childcare Register)  ensure a daily record of the names of the children looked after on the premises and their hours of attendance is kept (voluntary part of the Childcare Register).

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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 EY463333 Local authority North East Lincolnshire Inspection number 942961 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 1

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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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