Childminder in North East Lincolnshire

Inspection date

Previous inspection date 31/07/2014 12/11/2009

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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's precise and accurate assessment and monitoring of children's progress ensures that children are making good progress and are well prepared for future learning, such as school.  The childminder effectively promotes children's emotional well-being. As a result, strong attachments are formed and children are happy and confident in her care  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 well organised, monitors her provision effectively and reflects on her practice. Consequently, she is able to make positive changes, which improve outcomes for children's care and learning.

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It is not yet outstanding because

 The childminder does not always give children sufficient time to follow through their own ideas and thoughts when introducing resources for planned activities.  The childminder shares information about children's achievements with parents, but does not always give them clear information about activities that can further enhance children's learning at home.

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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 the childminder's interactions with children, inside and outdoors.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the inspection and conducted a joint observation to discuss children's learning opportunities and progress.

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Inspection activities

 The inspector looked at a selection of policies and procedures, which included safeguarding, behaviour and also suitability checks.  The inspector reviewed written comments from parents.

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Information about the setting

The childminder was registered in 2005 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and one child, aged 10 years, in a house in Grimsby. The whole of the ground floor, the bathroom on the first floor and the rear garden are used for childminding. The family has a pet cat and fish. The childminder attends a toddler group and music sessions. She collects children from the local schools and pre-schools. There are currently five children on roll, two of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 6.30am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder 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 critical thinking skills further, for example, by giving children more time to explore new resources as they engage in planned activities

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

 provide clearer information for parents about activities so they can enhance their child's learning at home, in order to promote a more shared approach to children's learning.

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who attend

The childminder has a good understanding of the Early Years Foundation Stage, including the progress check for children between the ages of two and three years. She applies this knowledge to actively support children's development in all seven areas of learning. Very clear observations of children's learning are accurately assessed, precisely monitored and used to plan next steps in children's learning. As a result, children make good progress towards the early learning goals. An initial assessment, agreed with parents, accurately notes children's starting points in their learning. However, the childminder does not always provide clear information for parents so they can enhance their child's learning at home, in order to promote a more shared approach to children's learning. The childminder continues to regularly share information through daily diaries and development files. She shares information about children's ongoing progress with other providers children attend

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who attend

and in preparation for the move to school. This consistent approach to learning means that children are very well prepared for school and future learning.

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who attend

Teaching is consistently good and consequently, children are active and motivated learners. Children's development in the prime areas of learning is very well supported. The childminder introduces words to match experiences. For example, children mix a messy play material and tentatively touch it. The childminder reassures them by touching it herself and telling them it is sticky. Children repeat the word and continue to explore the material. The childminder skilfully builds on new words that children introduce into their play. Children choose a variety of spoons to mix with and look at them as they handle them. The childminder tells them when they have got a big spoon or a small spoon. This is developing mathematical language in a real context. Children look at pictures on the wall, some of which are animals. They smile and make pig sounds. The childminder says, 'that's like the pig we saw at the farm yesterday'. This supports children in making connections

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who attend

between their experiences, their thinking and being able to recall past events. Physical development is good because children have access to a wide variety of resources and competently move cars, ride scooters, tip and pour water and manipulate tools.

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who attend

Opportunities for learning are successfully offered across all areas of learning. The childminder observes what children are interested in and in addition to a large chalk board that is a fixed resource puts out more resources to support an interest in making marks. Children write alongside each other, the childminder and her son. Children's marks are acknowledged and they display their pleasure at this. They copy circles that the childminder is drawing. She uses the words, round and round, matching the activity to the word and successfully introducing mathematical language to support shape recognition. Children explore other ways to make marks. They put their hands in water and make a full hand print on the blackboard and then experiment with one finger or more. This active exploration of making marks for a purpose, is supporting and developing children's early writing skills. Technology resources are available to explore. For example, children study a

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who attend

remote controlled car. They look at the control and watch which buttons make it go backwards or forwards. The childminder supports spontaneous learning well and knows when to join in and when not to. She plans a wide variety of experiences that excite motivate and challenge children across all areas of learning. However, on occasions, the childminder does not always give children sufficient time to follow through their own ideas and thoughts when offering planned activities.

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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 gives children her time and attention and is responsive to their needs. She gathers significant information from parents to ensure that children's needs are well met when they first attend her provision. This sharing of information continues as the childminder and parents work together to support children's confidence and self-esteem through consistency in routines. For example, children have recently acquired potties at home and the childminder supports this, reading a book about a bear that is learning to use the toilet. She comments on the text saying that he cannot reach the toilet so he has to get a stool. The childminder links this to the step in her toilet to further promote their understanding. This consistency in care routines means that children feel safe and secure. Children eagerly interact and play alongside the childminder and her son, demonstrating their sense of belonging to this

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

wider family. Consequently, children are emotionally prepared for the move to the next stage of learning. Children display their independence as they freely access resources and experiment with how to use them. Children who have recently learned how to use cups without lids are competent at this. This is because the childminder encourages independence. The childminder has rules and boundaries that children understand and accept. They know, for example, that they can go into the kitchen where they can have a drink at any time, but need to sit at the table. Consequently, they sit and concentrate on holding the cup correctly and are pleased with their achievement. Consistent boundaries mean that the children know how to keep themselves and others safe. Children successfully negotiate spaces as they ride cars and scooters and are careful not to bump into each other or resources. The childminder successfully uses discussion about how to evacuate the

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

premises in an emergency, such as a fire and talks to them about road safety and stranger danger.

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

Children are developing an understanding of good hygiene as they wash their hands before snack and after messy play. The childminder supports this by using a familiar story about a bear as a way to reinforce the importance of good hygiene routines. The children proudly show the inspector the beans that they are growing, saying that they are now big. This shows children understand where food comes from and involves them in growing healthy food. Children play outside regularly and are developing competent physical skills as they run about in the well-equipped outdoor area. There are many good quality resources that promote challenges and active learning, such as the climbing frame and the mud kitchen. The indoor environment is also well resourced with toys kept in accessible boxes and exciting resources, such as a light box. The childminder takes children to a variety of group sessions, including music tots and soft play sensory sessions. This further

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

enhances children's learning and development opportunities.

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provision

The childminder has a robust understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. For example, she demonstrates a secure knowledge and understanding of child protection procedures and what to do if she has any concerns about a child's welfare. This means that she is effectively promoting children's safety at all times. The childminder has a range of policies and procedures and ensures that all required documents, such as, accident records, registers and suitability checks, are accurate. Comprehensive risk assessments are in place for indoors, outdoors and for outings, which promotes children's safety at all times.

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provision

The childminder has worked hard since her last inspection to develop a secure understanding of the learning and development requirements of the Early Years Foundation Stage. Meticulous assessment of children's learning informs a comprehensive monitoring format that document when a developmental milestone has been achieved. The childminder also uses this information to ensure that children not working at their correct developmental level in any area of learning are quickly identified. This accurate monitoring of children's progress ensures all aspects of the educational programme are covered over time and that all children are making good progress. The childminder shows a positive approach to improving the service that she provides. She completes a self-evaluation form and can confidently discuss where she has made improvements since her last inspection. The childminder understands how her improved knowledge of child development, and how young children learn promotes good outcomes

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provision

for children. She uses a parents' questionnaire, which alongside her reflection of practice, informs areas for improvement. The childminder is aware of the importance of working in partnership with other agencies to ensure appropriate interventions for children who may need additional support. Parents state that they are, 'very impressed with her patience, commitment and enthusiasm in preparing their child for school in September'.

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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 EY298262 Local authority North East Lincolnshire Inspection number 877844 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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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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