Childminder in Lincolnshire

Inspection date

Previous inspection date 07/08/2014 15/06/2009

p.1

early years provision

This inspection: 2 Previous inspection: 2 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

p.1

This provision is good

 Children are actively engaged in their learning at all times. They make good progress as they steer their own development through independent choices.  The childminder has a good knowledge of child development and how to teach young children. She delivers a range of stimulating activities that promote individual children's learning needs effectively.  The childminder has a thorough understanding of how to promote children's welfare and safeguard them. She is vigilant in identifying and reducing potential dangers in the environment.  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 good relationships with parents and other settings that provide care for the children. She ensures there is detailed feedback to provide a consistency of

p.1

It is not yet outstanding because

 The children are not always given sufficient time to process and answer questions to enhance their thinking and reasoning skills.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector observed activities in the dining room and outdoor area.

p.2

Inspection activities

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

p.2

Inspection activities

 The inspector looked at a range of records including children's details, learning information, written policies and training certificates.

p.2

Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder and her household and talked with the childminder about her self-evaluation.  The inspector interacted with children throughout the inspection.

p.2

Information about the setting

The childminder was registered in 2003 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children, aged nine and 14 years, in a house in Lincoln. The whole of the ground floor, a bedroom and bathroom on the first floor and the rear garden are used for childminding. The family has dogs as pets. 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 15 children on roll, seven of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder holds a childcare qualification at level 3 and works with an assistant who holds a qualification at level 2. The assistant was not present

p.3

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

 enhance children's communication skills further, for example, by lengthening the time given to children to respond to questions, to enable them to develop their thinking and reasoning skills to the very optimum.

p.3

who attend

Children make good progress because the childminder is a good teacher. She uses her knowledge of how children learn to provide a range of exciting and interesting activities and trips. She plans a range of activities and learning experiences for each child, based on their age and stage of development and their interests. She is skilled at ensuring every outing during the summer has specific learning intentions for the children, as well as being fun and enjoyable. The learning environment provided in the playroom is stimulating and inviting. It leads out to an equally well-equipped outdoor area and children chose where and what to play with independently. Children are active participants in their own learning because the childminder ensures there is a balance of adult-led and child-initiated activities. She promotes other positive teaching strategies, such as knowing when to engage with children's play and when to observe what is going on. The childminder uses

p.3

who attend

an electronic recording and tracking system effectively to assess children's development and plan for the next steps in their learning. Parents have full access to their child's records on this system and so are fully involved in all aspects of their child's learning and development. The progress check for children aged between two and three years to monitor children's development is completed in a timely manner by the childminder and shared with parents. 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.

p.3

who attend

Children of all ages are motivated and eager learners. Young children show maturity in listening and discussing what they are going to do next, with particular regard to planned activities. For example, they chatter with each other about their designs and who they will send their postcards to. They are keen to 'have a go' at activities and are purposeful and engaged in their play. For example, they choose a range of different coloured pens to decorate and draw on the postcards. Older children ask for words to be spelt out to them and they all learn how a postcard is formatted. The younger children show enjoyment in gaining early writing skills as they make marks and understand the postcard can be sent through the post. The activity was planned specifically as a link to the summer holiday theme as the children have been on several outings with the childminder. She also linked it to the next steps for learning of specific children, in particular, the younger ones for

p.4

who attend

engaging in mark-making and early literacy skills. She is aware that younger children enjoy collecting the mail for their parents at home and feel they will be delighted when they recognise their own postcards.

p.4

who attend

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. There is a good selection of books which are displayed attractively to encourage children to independently select them. Younger children visit a weekly session at the local library and the childminder borrows resources from there to enhance and continue their learning. The childminder asks a good range of open and closed questions depending on the learning intentions, however at times, she does not allow young children the time they need to process and answer the question. This means that they are not always able to share their thoughts and ideas to the very optimum. The children are able to fully explore the properties of sand as they investigate whether dry or wet sand makes the better sand castles. The children are confident in their surroundings,

p.4

who attend

accessing resources and moving them to where they want them to be. The children display the characteristics of effective learning when they are with the childminder which helps prepare them well academically for when they start school.

p.4

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

Children's emotional well-being is effectively promoted by the childminder. She gets to know children well and forms close bonds with them so that children feel a sense of security with her. The childminder provides many opportunities for children to feel a sense of belonging within her home. The playroom walls are adorned with photographs of the children taking part in activities both at the setting and on their many outings. In addition, children self-register and have their artwork displayed and labelled all around the room. Children are warmly welcomed into the childminder's home, which is set up so that they can freely access resources in the specific playroom. The childminder works in close partnership with parents and carers regarding children's care routines. She includes information from parents in her initial assessments to support children with settling-in. This enables her to plan activities immediately that the children will relate to and enjoy,

p.4

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

further supporting children's self-esteem and confidence.

p.5

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

Children's physical health is promoted through the very exciting trips out and about, both in the local area and further afield. The childminder has specifically planned physical opportunities into these visits, such as, exploring the beach and new play parks, paddling in streams and enjoying donkey rides. Children's dietary health is promoted by the childminder who provides healthy snacks and drinks. Snack times are sociable and fun occasions, when the childminder and children sit together at the table and talk about what they have been doing, the food they are eating and how they have grown their own food. For example, the children talk about what their favourite fruit is in the snack selection and what plants need to grow. This gives children the opportunity to learn good food choices, while at the same time enjoying discussions with each other. Children are helped to learn good hygiene routines and know to wash their hand after using the toilet and before

p.5

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

snack time. The childminder uses resources effectively to aid young children's developing confidence in doing things for themselves, for example, by providing a step to stand on that allows children to independently access the sink and toilet.

p.5

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

Children are beginning to learn about how they can keep themselves safe because the childminder supports their understanding of the rules in place for preventing them being harmed. For example, when children start to run indoors, the childminder reminds them that this is a dangerous thing to do, they listen and respect her advice. 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, the children pretend a puppet is biting people. The childminder reminds the children how unkind this is and suggests that they and the puppet find an alternative activity to engage in. Older children are very tolerant and helpful to younger children, finding resources for them and reading stories to them. Children play together well, they negotiate and take turns, supporting their

p.5

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

emotional well-being in readiness for their next steps in learning.

p.5

provision

The childminder 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 intervention is needed.

p.5

provision

The childminder has worked hard since the last inspection to make improvements to how she uses her observations, planning and assessments. The outcomes for children's learning are very positive. The childminder is now able to plan activities that meet specific children's learning needs and support their progress individually. A comprehensive self- evaluation form demonstrates she has a good ability to evaluate her setting and effectively identify areas for improvement. She mentors and supervises her assistant and they work well together sharing ideas and adapting practice. Children's progress is good and is supported well because the childminder has an early years qualification at level 3 and a good knowledge of the educational programmes and how young children learn. Children are keen to engage in activities, encouraged by a childminder who puts a lot of effort and thought into providing exciting activities, led from children's interests.

p.5

provision

The childminder has positive relationships with parents and she gains clear information about children's routines and starting points through both discussion with parents and the completion of an 'All about me' form. This helps her support children as they settle in and to plan for their individual needs. Parents receive regular updates about their children's progress and achievements. This includes the exchange of information through daily conversations and through an electronic based system that parents can make comments on. The childminder fully recognises the importance of liaising with other settings who also deliver the Early Years Foundation Stage and has effective systems in place to achieve this with other settings that the children attend. This helps to ensure that children receive consistency and continuity in their learning and development and positive support with their transitions to other settings and eventually to school.

p.6

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

p.6

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. We re-inspect nurseries and pre-schools judged as requires improvement within 12 months of the date of 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

p.7

Grade Judgement Description

is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met There were no children present at the time of the inspection. The inspection judgement is that the provider continues to meet the requirements for registration. Not met There were no children present at the time of the inspection. The inspection judgement is that the provider does not meet the requirements for registration.

p.7

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.

p.8

Setting details

Unique reference number EY259406 Local authority Lincolnshire Inspection number 860490 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 15

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10