Horgan, Faye Rachel Rebecca

Inspection date

Previous inspection date 03/07/2014 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder is attentive and responds well to individual learning needs. She ensures children experience a wide variety of experiences that excite, motivate and challenge them. Good quality teaching inspires children to want to learn more.  The childminder works closely with parents to agree secure starting points and to establish areas where children may need additional challenge or support. This means that parents are actively involved in their child's development.  The childminder has a good understanding of her responsibilities in meeting the welfare and safeguarding requirements. As a result, the safety and well-being of the children is actively promoted.  The childminder is consistent in explaining why things have to be done and in her use of strategies for behaviour management. Consequently, children behave well and demonstrate that they know how to keep themselves safe.

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It is not yet outstanding because

 The childminder does not always give children sufficient time to answer, or to think through the response to some very good open-ended questions that she asks them.  Children sometimes have fewer opportunities to extend their very good independence skills further at meal times.

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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 had a tour of the premises.

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Inspection activities

 The inspector looked at the childminder's documents with her, including evidence of the suitability of adults, risk assessments, policies and procedures and children's developmental records.  The inspector accompanied the childminder on the school run.

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Inspection activities

 The inspector observed interaction between the childminder and children during play and at lunchtime.  The inspector conducted a joint observation with the childminder.

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Information about the setting

The childminder was registered in 2013 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged five and seven years, in a village close to Gainsborough, Lincolnshire. The whole of the ground floor is used for childminding, with additional play space located on the first floor. There is an enclosed, secure garden for outside play. The childminder visits the nearby park on a regular basis and collects children from the local school. There are currently five children on roll, two of whom are in the early years age group who attend for a variety of sessions. The childminder operates all year round from 7am to 6pm, Monday to Friday, except for family holidays. She is a member of the Professional Association for Childcare and Early Years.

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

 maximise opportunities for children to think about questions asked in order to strengthen their already good critical thinking skills by, for example, giving children more time to process their thoughts before replying

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

 make the most of daily routines so that children can be even more independent during daily routines, for example, by cutting the top off their own yogurt tube at lunchtime.

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who attend

Children's development is actively encouraged across all areas of learning because the childminder's teaching is consistently good. The childminder is attentive and responds well to individual learning needs. She plans a wide variety of experiences that excite, motivate and challenge children. This inspires children to want to learn more. The childminder observes and assesses children's development in the first few weeks that they are with her to establish accurate starting points. She then works closely with parents to agree where learning may need challenge, or more support. Each child's significant new learning is documented in their learning journey, as the childminder uses clear observations, assessments of learning that took place and plans children's next steps to secure further progress. This means that parents are accurately informed of their child's development. The childminder has a sound understanding of the progress check for children between

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who attend

the ages of two and three years. The childminder shares information about children's ongoing progress with parents and the school as they agree at what stage children are developmentally. This consistent approach to learning means that children are very well prepared for school and future learning.

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who attend

Children's development in the prime areas of learning is very well supported. The childminder fosters their curiosity and critical thinking skills using effective open-ended questions. When making sponge ice cream cones, the childminder shows children cones that have pointed and flat bases. Children are encouraged to think which base might be the best to use and why. They look at the baking tray and decide that flat bottoms would be more stable than pointed ones. The childminder exposes children to a rich vocabulary. They add a 'marvellous ingredient' to their recipe to make the mixture rise. They explore how the margarine is 'squishy' which makes it difficult to cut and weigh. They get the last scoop out using a spatula. However, sometimes the childminder does not give children sufficient time to answer or think about the responses to questions that she asks. Children's personal, social and physical development is good. They play with a small ball

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who attend

and discover that it bounces on the tiles and the hard wood floor, but not on the carpet, they decide this maybe because the wood is hard and the floor is soft. They discuss where else it may bounce and take the ball outside to try it on the trampoline and grass, supported as required by the childminder. Teaching is good because the childminder successfully engages children, keeping them interested in the activities she provides and in supporting ideas initiated by them.

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who attend

Opportunities for learning are successfully offered across all areas of learning. Children recall the ingredients needed to make cake and carefully measure 100 grams of flour, sugar and butter. They learn that a one and two noughts make a hundred and carefully add ingredients to reach that number on the scales. Flour goes in first and if the scales read 96, for example, they are supported to add more flour. If they read over 100, they are guided to take a spoonful off to see what it reads then. They are challenged to halve the cones so they have the same number each. This means that mathematical development is taught in meaningful activities. A variety of mark making resources are available to children who explore writing with a real purpose in mind. For example, children make their own design of cards, to celebrate mummy's birthday and are supported to write the word 'mummy'. As a result, children make good progress in writing

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who attend

their own names and are interested in the written word. Technology is embraced, for example, when children say their arms are tired, the mixer is produced to finish the mixing process. The childminder promotes a love of learning and teaches children effectively across all areas of learning.

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

Children are secure and settled because the childminder gathers significant information from parents to ensure that children's needs are well met. Daily discussions with parents and other providers that care for them ensures that information is current. As children are collected from morning nursery the childminder talks to their teacher. This supports the transition from school to the childminder's home. Children run over to brothers, sisters and the childminder's children, who are in the playground, to say that they will see them later that day. This supports their well-being and confidence and has developed secure attachments and a strong sense of belonging to a wider family. Children demonstrate how settled they are with the childminder as they eagerly talk about experiences that they have shared together. For example, on the way to the car, children point out birds nesting in a space in a doorway to the school. The childminder stops to chat about them and they

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

recall how they have grown since they first saw them. The childminder is successful in meeting children's emotional needs, meaning that they are then able to eagerly grasp the learning opportunities on offer.

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

Behaviour is good because the childminder is consistent in how she models good behaviour with clear rules. The childminder explains to children why they can and cannot do things and this contributes to their continued good behaviour. Children who may be reluctant to share are successfully supported in taking turns. For example, as children choose a song card and want their song to be sung first, the childminder explains why they cannot always be first and that their song can be next. Children understand how to keep themselves safe because the childminder discusses why they need to be safe and ensures that they understand this. For example, as they approach the road after leaving the school playground, children are asked to go to join each other on the same side of the childminder. They are encouraged to think why this might be necessary and are soon able to say that this means they are then not next to the busy road. Independence is generally

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

well supported. Children put on their own shoes to go out to play and confidently crack eggs as they bake. However, in some routines, such as meal times, children sometimes have fewer opportunities to extend their very good independence skills even further.

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

Children choose whether to play inside or outdoors and are developing good physical skills as they bounce on the trampoline and help to plant potatoes. They discuss food as they eat their lunch, bake cakes and demonstrate a good understanding of what is healthy. Children's good health is promoted because the childminder follows good hygiene procedures and practices. The rich and varied environment, both indoors and outdoors, gives children confidence to explore and learn in a safe but challenging environment. The childminder understands when to support and when to stand back to let children try to manage on their own which builds their self-esteem and confidence.

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provision

The childminder has a robust understanding of the safeguarding and welfare requirements. She is clear about her responsibility to safeguard children and knows what she must do if she has any concerns about a child's welfare. All required documents, such as accident records, registers and suitability checks, are accurate. She has implemented a good range of policies and procedures which underpin her practice. The childminder ensures that children understand how and why they need to keep themselves safe. As a result, children are fully safeguarded by her and also understand how to keep themselves safe.

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provision

The childminder has a good understanding of her responsibilities to meet the learning and development requirements of the Early Years Foundation Stage. She uses her clear and detailed observations of children's learning to make accurate assessments of their development. This enables her to successfully monitor children's progress with accurate information about how well children are learning. This knowledge is regularly shared with parents, which is helping and supporting children to learn at home. This effective monitoring of the progress that children are making results in good progress for all children.

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provision

The childminder shows commitment to improving her practice as, for example, she researches training that is available, completes a self-evaluation form and identifies her priorities for improvements. She uses a parents' questionnaire and a simpler form to collect children's views. This is helping her to identify areas for improvement and to analyse their opinions of the service she provides. This is in addition to their daily conversations. The questionnaire shows that parents are extremely satisfied with the service they receive. Their written comments include, 'a wide variety of foods are offered and my child has become a better eater because of it'; 'my child is a sensitive child and the discipline matches that which we have at home, which is great'. Further good working relationships with the school, shows that the childminder understands the benefits that partnership working has towards children's care and learning.

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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 EY444159 Local authority Lincolnshire Inspection number 884742 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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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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