Childminder in Lincolnshire

Inspection date

Previous inspection date 26/06/2014 09/06/2009

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early years provision

This inspection: 2 Previous inspection: 3 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Children make very good progress in their learning and development because the childminder is a good teacher. She plans the environment and activities around children's specific interests and this ensures their needs are met very well.  Children's well-being is fostered by the childminder. Children experience a real sense of belonging and security from the care given to them by the childminder.  Children are safeguarded by the childminder because she has a good knowledge and understanding of what to do if she is concerned about a child in her care. A comprehensive range of policies and procedures underpin her practice.  The childminder is very conscientious when it comes to the organisation of her setting. She effectively identifies areas for improvement through self-evaluation and this enables her to continually enhance the care and education she provides to children.

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It is not yet outstanding because

 There is some scope for the childminder to enhance information sharing with parents even further by actively involving them more in assessments of their children's progress, particularly when conducting the progress check for children between the ages of two and three years.

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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 conservatory/play room, lounge/dining room and the outside area.

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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.  The inspector looked at a range of documents and records.

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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 2005. 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 11 and 13 years in a house in Harmston, near Lincoln, Lincolnshire. The childminder cares for children all year round, Monday to Friday, from 7.15am until 5.30pm with the exception of bank holidays and family holidays. The childminder uses the whole of the ground floor of her home for childminding and this comprises of a living room, kitchen/dining area and a conservatory/playroom. The bathroom is located on the first floor. There is an enclosed garden at the rear for outside play. The family has no pets. There are currently six children on roll, three of whom are in the early years age range 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

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Information about the setting

area on a daily basis to various groups, the park and on the school run. The childminder is a member of the Professional Association for Childcare and Early Years. She has an early years qualification at level 4.

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

 enhance the information shared with parents even further, for example, by exploring more ways to actively involve parents more fully in assessments of their children's progress, particularly when conducting the progress check for children between the ages of two and three years.

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who attend

Children make good progress in their learning and development because the childminder is a good teacher. She plans a range of activities and learning experiences for each child, based on their age and stage of development and their interests. The learning environment the childminder has created in the playroom is interesting and stimulating. Children are eager to explore it and can access many resources independently, which gives them choice in their play. The childminder effectively assesses children's development and plans for the next steps in their learning. This ensures children make good progress towards the early learning goals. The childminder uses effective teaching strategies. For example, she provides a good balance between adult-led and child-initiated activities. She knows when to engage with children's play and when to stand back and let them become absorbed in their exploration.

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who attend

Children display the characteristics of effective learning when they are with the childminder. They are eager to explore and 'have a go' at new and familiar activities. They are engaged and purposeful in their play and concentrate hard on what they are doing. For example, when babies discover a new, reflective material they have not encountered before they become fascinated with it. They spend a great deal of time exploring the way it moves and the sounds they can make with it. The childminder allows them time to investigate and lets them take their play in the direction they choose. This supports their learning and development well. Children's communication and language development is good. The childminder provides an environment which is rich in language and gives children many opportunities to practise their speech and listening skills. Babies' emerging language is valued by the childminder. She mimics babies' babbles and they share

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who attend

enthusiastic conversations together, which encourages them to make more noises. Children have many opportunities to practise their early writing skills by making marks which have meaning to them. When children are ready, the childminder supports them to start writing their own name and encourages the correct letter formation. There is a good selection of books which are displayed attractively to encourage children to independently select them. This all supports children's development in early literacy and helps prepare them well academically for when they start school.

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who attend

The childminder works in partnership with parents and carers regarding children's education. She provides parents with detailed information about the Early Years Foundation Stage and how she is supporting children's learning and development. The childminder and parents share information about what children have been learning and how they are developing. However, there is some scope for the childminder to enhance information sharing with parents even further by actively involving them more in assessments of their children's progress. This is with particular regard to the progress check for children between the ages of two and three years. Parents are consulted and informed but do not have specific opportunities to share this information in detail.

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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. When children first start, the childminder works closely with parents to ensure children settle. Children and parents come for multiple settling in visits and this allows the childminder to form close bonds with children. She spends a great deal of time getting to know children and their parents and carers so she can meet their needs to a high standard. Children feel a sense of belonging when they are with the childminder as they are offered a warm welcome into her home. Photographs of children and their work adorn the walls, which creates a comforting environment. Children are secure and confident in the childminder's care. The childminder is very caring towards children and offers frequent cuddles to comfort and reassure them. Children behave very well when they are with the childminder. She is a good role model to them as she is polite and kind. Children's personal, social and emotional development is

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

fostered very well. This helps prepare children emotionally for when they start school.

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

Children's dietary health is promoted well by the childminder. Parents currently provide children's food and the childminder encourages healthy options. Children who are weaning are encouraged to try many different finger foods and they enjoy exploring the different tastes and textures with their hands and mouth. The childminder prepares babies' bottles appropriately and is very mindful of their individual routines and when and how they have their milk. The childminder has received the highest grade from the local authority environmental health department for her hygiene practices. This protects children's health and safety. Children have many opportunities for fresh air and exercise in the childminder's garden and when they go out and about to the local park. Their physical development is promoted well. Children learn about taking responsibility for their own safety as they practise regular fire drills with 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 gathers a wealth of information about children's routines and preferences so she can meet their individual needs. Daily communication, both verbal and written gives parents detailed information about their child's day. For example, when they have slept, what they have eaten and when their nappies have been changed. Parents appreciate this information. The childminder works closely with extended family members who share care of children. For example, she values grandparents' input highly.

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provision

Leadership and management are good. The childminder has a thorough knowledge and understanding of her roles and responsibilities to meet the requirements of the Early Years Foundation Stage. Children are safeguarded because the childminder is alert to the signs and symptoms of child abuse and neglect. She knows what to do if she is worried about a child in her care. A comprehensive range of policies and procedures is used effectively to underpin the childminder's practice. Children are safeguarded further because the childminder ensures the ongoing suitability of all household members. The childminder and her husband are continually vetted as they have additional Disclosure and Barring Service checks to those conducted by Ofsted, through other roles they hold in the local community. Children are kept safe because the childminder conducts regular and thorough risk assessments of her home to ensure children can play and learn in an environment

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provision

which is free from hazards. The childminder is vigilant in her supervision of children and this protects them further.

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provision

The childminder effectively monitors the educational programmes and the quality of her teaching. She evaluates activities well and reflects on how they can be adapted or enhanced. The childminder monitors children's progress effectively. She assesses all children against development bands in appropriate guidance. The childminder keeps clear assessment records, which allows her to identify any gaps in the educational programmes and individual children's learning and development. The childminder has an early years qualification and demonstrates a positive approach towards continuous professional development and is always researching information to ensure she keeps her knowledge and skills up to date. The level of education and skills the childminder has is having a positive impact because the quality of teaching is good.

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provision

The childminder conducts regular self-evaluation and she effectively identifies areas for improvement. She has produced a realistic action plan with clear priorities for improvement. Good progress has been made since the last inspection because the childminder has made many positive changes. The childminder works closely in partnership with parents and carers. She regularly seeks their feedback on the service she provides and values their comments highly. The childminder works well in partnership with others. She has established very positive relationships with staff at the local school and nursery. The childminder recognises the importance of sharing information with other professionals who share care of the children she minds. These relationships and the sharing of information have a positive impact on the outcomes for children. The childminder is professional, hardworking and highly organised which helps her

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provision

childminding setting to run very smoothly. She demonstrates a strong drive for continuous improvement and is committed to the children and families she serves.

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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 EY298196 Local authority Lincolnshire Inspection number 820178 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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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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