Childminder in Lincolnshire

Inspection date

Previous inspection date 07/07/2014 19/11/2009

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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

 The childminder delivers a range of stimulating activities that promote children's learning effectively. Consistent assessments of children's achievements and further planning for their individual needs, ensure they make good progress in their development.  The childminder carries out effective self-evaluation and monitoring of her provision. She is very well motivated in her professional development, keeps up to date with current practice and has good links with other early years practitioners.  The childminder has a good understanding of her role and responsibility to protect children in her care and to keep them safe at all times. She has effective safeguarding procedures that promote children's welfare.  Partnership with parents and carers is a real strength of this setting. The childminder includes parents in everything she does and this has a very positive impact on the care and education their children receive.

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It is not yet outstanding because

 There is scope to extend the outdoor learning environment to further enrich the good learning that currently takes place outside.  The childminder has not carefully planned the use of resources to help children become more independent in their self-care.

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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 kitchen and lounge.

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Inspection activities

 The inspector spoke to the childminder at appropriate times throughout the inspection.  The inspector carried out a joint observation with the childminder.

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Inspection activities

 The inspector looked through children's assessment records, reviewed a selection of records, policies and procedures and a selection of other documents.  The inspector checked evidence of suitability and training of the childminder.

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Information about the setting

The childminder was registered in 2000 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two adult children in a house in Grantham, Lincolnshire. The whole of the ground floor, the master bedroom on the first floor and the rear garden are used for childminding. The family has pet fish. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently 19 children on roll, four of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7.30am to 6pm, Monday to Friday, except bank holidays and 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:

 enhance children's outdoor play and learning by reviewing how the outside areas are used and by extending the range of good resources available

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

 develop further support for children to develop personal care skills, for example, by providing resources that will help them to do things for themselves, such as a step to allow children to reach the sink to independently to wash their own hands.

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who attend

Children make good progress in their learning and development because the childminder uses her knowledge and understanding of child development and how children learn to teach them effectively. She plans a wide range of activities and learning experiences for each child based on her knowledge of their interests and development needs. The childminder uses effective teaching methods to promote children's learning. For example, a child shows interest in body parts after listening to a story at a local toddler group. The childminder plans an activity to draw around the child on a large piece of paper, and develops children communication and language skills by talking about and naming different parts of the body as they are engaged in the activity. She supports children's understanding that print carries meaning by providing words of each part of the body. The childminder collects information from parents about children's interests and abilities before

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who attend

they join the setting. This enables her to plan for children's individual learning needs from the outset. She successfully develops children's thinking skills by exploring learning with them, and offering praise and encouragement. For example, after the childminder draws around the child's body, she allows the child to draw around her body and praises their achievements. As a result, children are making good progress in their learning and development in preparation for the next stage in their learning and the eventual move to school. The childminder plans for a wide range of additional activities and experiences for the children on a daily basis. For example, she provides a range of messy play experiences, such as shaving foam and water, which introduces the children to a variety of different textures that they can manipulate and explore. As a result, children are developing their sensory skills as they begin to describe and experience the texture of a

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who attend

Children are encouraged to make their own choices. Resources are varied and attractive. Children are able to select for themselves the things they would like to play with. For example, a child chooses to draw around a different object and selects a small playhouse from the resources and brings it to the paper. This shows that they are able to sustain engagement in learning activities for a period of time and are content and interested in what they are doing. This helps prepare children in readiness for school and their next steps in learning. Children display the characteristics of effective learners as they play. For example, children cut paper and sticky tape to prepare their paper. They tell the childminder how many pieces of sticky tape they need to stick the paper to the floor. This activity also supports children's mathematical development as they explore numbers and colours when selecting different coloured pens to use. The outside area is very inviting for

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who attend

children, however, extending the already good resources will enhance the range of experiences children will receive.

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who attend

The childminder gathers details of children's developmental starting points through initial discussions with parents and asking them to complete an 'all about me' booklet about their child. She makes regular observations of children's progress and uses an electronic system to plan next steps in their learning and development, based on their current interests. These are shared with parents regularly and parents comment that their children's learning journals are lovely to see. The childminder is fully aware of her responsibility to complete the progress check for children between the age of two and three years, and she shares this with their parents so that they know what progress their child is making in the prime areas of learning and can share this with the child's health visitor. There are currently no children on roll with special educational needs/disabilities or English as an additional language, but the childminder has attended relevant training to support

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who attend

children. She is aware of gaining support from the local authority to provide an individual tailored learning experience for individual children.

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

Children's well-being is effectively promoted by the childminder. She makes an effort to get to know children well and form close bonds with them, which ensures children feel a sense of security with their carer. The childminder provides opportunities for children to feel a sense of belonging by displaying their artwork and photographs of children playing. Children are warmly welcomed into the childminder's home, which is a child-orientated environment. They are made to feel part of the childminder's extended family. The childminder works in close partnership with parents and carers regarding children's care routines. She communicates with them verbally each day. Parents also have the opportunity to communicate via email or phone calls when discussions can take place about any concerns parents or the childminder may have about children. This practice allows discussions to take place away from the child, further supporting children's self-

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

Children's physical health is promoted as they enjoy trips out and about in the local area to different toddler groups and childminding gatherings. Children's dietary health is promoted by the childminder who provides healthy foods and encourages parents to do the same for those children who bring packed lunches. Meal times are sociable and fun occasions, when the childminder and children sit together at the table and talk about family occasions, food choices and how food can be cooked in different ways. For example, a child asks for a carrot for their snack and the childminder talks to the child about how in winter a carrot can be used for a snowman's nose. The child talks about the seeds in an apple and if planted would grow into an apple tree. This gives children the opportunity to re-fuel with nutritious food, while at the same time enjoying discussions with the childminder. Children are helped to learn good hygiene routines and know to

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

wash their hand after using the toilet and before snack time. However, the childminder has not fully considered how she could use resources more effectively to aid young children's developing confidence in doing things for themselves, for example, by providing a step or stool to stand on that would allow children to independently access the sink.

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

Children behave well due to the consistent boundaries and positive encouragement by the childminder. The childminder acts as a good role model and gives clear age-appropriate explanations to demonstrate what is expected of them. For example, children are asked to replace lids on pens after use. Children are beginning to learn about how they can keep themselves safe because the childminder supports their understanding of the rules made for keeping them from harm. For example, when children start to try and climb the outer side of the staircase, the childminder reminds them that this is a dangerous thing to do, and they listen and respect her advice. Children are aware to share and take turns, supporting their emotional well-being in readiness for their next steps in learning. For example, after a child has completed their picture the child says to the childminder that they can use the sticky tape because it is their turn.

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provision

The childminder has many years of experience caring for children and has a good understanding of her role in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. She understands how to keep children safe and knows what to do if concerns emerge about a child. Children are kept safe because the childminder conducts risk assessments and ensures she supervises them at all times. Risks are effectively managed around the home and when children are taken out into the community. All household members have undergone the required vetting checks to confirm their suitability to be in contact with children. The childminder has implemented a good range of policies and procedures and uses these to underpin her practice. She monitors the quality of the educational programmes and teaching practice well. She observes children and uses an electronic system to monitor progress and identify when

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provision

The childminder has high expectations of herself, a strong drive for improvement and has worked very hard to make the required improvements since the last inspection. She has identified many more things she want to improve herself. A comprehensive self-evaluation form demonstrates she has a good ability to evaluate her setting and effectively identify areas for improvement. The childminder is keen to deepen her understanding of child development and has attended a variety of training days to gain new ideas to develop practice. This includes developing the range of experiences provided for children to be creative by providing more craft resources. The childminder is aware that the process of creative activities is more important than children producing an end product, and allows children to develop their creative skills based on their own interests and ideas.

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provision

The childminder regularly communicates with parents. She listens to and takes on board the ideas and requests of parents and adapts her practice to meet the needs of children. This means parents remain informed about how children spend their day and of their child's progress. The childminder has a close relationship with parents and they comment that their child 'is very fond' of the childminder and they see her 'as another member of the family'. The childminder has established strong links with the local pre-school. For example, she borrows learning journals from the pre-school and shares relevant information about minded children that attend both settings, to enable her to provide consistent learning experiences. As a result, the childminder is committed to providing an integrated approach to 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 506854 Local authority Lincolnshire Inspection number 877234 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 19

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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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