Lloyd, Samantha Louise

Inspection date

Previous inspection date 02/09/2014 28/09/2009

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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 develops warm and close relationships with children and implements familiar routines with care and affection. Consequently, children are effectively supported with the transition into the home and are happy, confident and relaxed.  The childminder establishes good relationships with parents and ensures they are fully informed about their children's day and development. This effective two-way flow of information aids children's care and learning.  The childminder has a good understanding of how children learn. She provides a wide range of resources and activities to engage children in their play, which supports a positive attitude towards learning.  The childminder is vigilant about children's safety. She has robust procedures in place to keep children safe and provides a safe and secure environment for them.  The childminder is enthusiastic and shows a strong sense of commitment to continually

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This provision is good

developing her practice to improve learning outcomes for children.

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It is not yet outstanding because

 There is scope to extend how young children's independence and self-care can be further promoted through everyday routines.

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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 looked at evidence of suitability and qualifications of the childminder.

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Inspection activities

 The inspector looked at children's assessment records, planning and learning journals, and a selection of policies and children's records.

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Inspection activities

 The inspector spoke with the childminder throughout the inspection and carried out a joint observation with her.

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Inspection activities

 The inspector also took account of the views of parents through the childminder's own parent survey.

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Information about the setting

The childminder was registered in 2009 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and daughter aged 15 years. The whole of the ground floor is used for childminding. The family has a pet dog. The childminder attends a toddler group and activities at the local library. She visits the local shops, cafes and park on a regular basis. She collects children from local schools. There are currently 10 children on roll, four of whom are in the early years age group and they attend for a variety of sessions. The childminding provision 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:

 increase the opportunities for young children to develop their independence and self-care by enabling them to do more things for themselves during everyday routines.

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who attend

The childminder has a secure understanding of the learning and development requirements of the Early Years Foundation Stage. She regularly observes children and assessments are accurate. This ensures that the childminder is able to identify children's next steps and support them as needed. Children participate in worthwhile and purposeful play at all times both indoors and outside. The childminder provides an organised and welcoming environment for children to play and learn in. They move confidently around the play areas of her home and access a good range of easily accessible toys and resources. Children explore and investigate at their own pace ably supported by the childminder. This helps them progress in their development as they develop the characteristics of effective learners, which helps prepare them for their eventual entry to school and next stage in learning. Partnerships with parents are strong. This further

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who attend

supports children's learning and development, as the childminder maintains a two-way flow of information about each child's progress. The childminder has systems in place to complete the progress check for children aged between two and three years and to share the summaries with parents, in order to support children's future learning.

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who attend

The childminder speaks to children at their own level, listening and modelling language back as needed. This good quality teaching successfully supports children's emerging communication skills. The childminder and children regularly visit the library choosing books to share. Story aides, such as handmade puppets help bring favourite stories to life. The childminder is tuned into children and is skilled at following their lead. For example, when children find a spider in a plant pot, the childminder talks with them about what they can see. They talk about the spider's web, count its legs and consider if it is big or small. The childminder listens carefully to children's contributions, which means they feel confident to try new words and express themselves. This helps children to feel special, valued, and promotes their personal, social and emotional development. In addition, they develop the key skills for their future learning in their readiness for school. Children

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who attend

develop increased physical control and coordination. They use spreaders to dip in glue and dot carefully on paper ready to stick different materials to paper creating a collage to take home and share with their parents. Outside they use larger equipment, such as swings and bikes which enables them to practise their large muscle skills.

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who attend

The childminder provides numerous opportunities to learn about the world in which they live. Children learn about diversity through planned activities and the childminder makes full use of the local environment to encourage children's interest in living things and nature. The childminder's pet dog is a positive resource, under close supervision children enjoy helping to feed and look after her, and as a result, learn how to treat animals with care and respect. Children use their imagination as they sing and use musical instruments to make their own music. They have access to a selection of dressing-up outfits and role- play equipment, such as, dolls, kitchen and cars and animals.

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

Children have formed warm and secure relationships with the childminder and each other. The interaction between the childminder, children and each other is good and children show a strong sense of emotional security in her care. The childminder gathers information about children's likes and dislikes and care routines from parents. As a result, she has a good understanding of each child's individual needs and preferences and takes action to incorporate them into the daily routine. For example, she is aware of when young children are tired and are ready for sleep. She ensures that their favourite comforters are readily available and that children are comfortable and safe in travel cots. Effective settling-in procedures are tailored to each child and make the gradual transition from their home to hers a positive experience. This promotes children's feelings of safety and they settle quickly in the childminder's care. The childminder has built positive

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

relationships with other providers where children attend, for example, the local school and pre-schools. These arrangements help to ensure that children receive consistency in their care and learning as they move from one setting to the next.

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

Children are encouraged to develop healthy lifestyles and enjoy outdoor play on a regular basis. They make full use of the childminder's garden and regularly visit local parks and recreational areas in the local community. Consequently, children reap the benefits of playing the in the fresh air and regular exercise which contributes to their physical development. Children's understanding of keeping themselves safe is promoted as they learn the importance of road safety and not talking to people they do not know. The childminder provides a varied range of meals and snacks which contributes to children's understanding of the importance of a healthy diet. Children have some opportunities to do things for themselves, such as feeding themselves and accessing their drinks when they wish. However, there is scope to increase children's independence further as on occasion, the childminder is too quick to offer help and complete the task herself. Good hygiene

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

routines are effectively promoted and children learn the importance of washing their hands at appropriate times throughout the day. Personal care needs are met well by the childminder, as she ensures she changes nappies regularly to ensure children's comfort is maintained.

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

Behaviour is good. This is because the childminder sets clear and realistic boundaries. She acts as a positive role model and is calm and sensitive in her approach. This means that children quickly learn right from wrong and what is expected of them. Children are encouraged to share the toys and equipment and take turns. They receive lots of praise and their achievements are celebrated and shared with parents. This has a positive impact on children's confidence and self-esteem and encourages them to feel good about what they do. Children's social skills are further enhanced as they meet a wide group of friends at different groups they attend. This successfully helps prepare them for the transition to nursery or school.

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provision

The childminder provides a welcoming family environment for children. Their welfare is given a high priority and steps are taken to ensure the environment and resources are safe, secure and suitable for the children that attend. The childminder maintains detailed risk assessments which are constantly reviewed and updated to reflect any changes. She carries out daily visual checks of her home and garden prior to the children arriving each day. The childminder remains vigilant and ensures children are closely supervised at all times. She has a secure knowledge and understanding of child protection issues and a commitment to report any concerns to the relevant agencies. The childminder has prepared a detailed safeguarding policy, which she shares with all parents. She maintains a visitors' book and has received Disclosure and Barring Service checks for all adults living on the premises. This helps to safeguard children against any adults they have contact

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provision

with. Furthermore, this means that no unauthorised person can access the home and children are unable to leave unsupervised. The childminder is professional and very well organised. She is proactive in ensuring her policies and procedures are implemented effectively and she continually revises these to reflect current legislation.

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provision

The childminder has a secure understanding of how children learn, and the learning and development requirements of the Early Years Foundation Stage. She keeps up to date with early years issues by looking at information for childminders online. In addition, she keeps in touch and discusses issues with other childminders. The childminder has maintained all of the required mandatory training, such as first aid and safeguarding. Furthermore, she has recently embarked on a National Vocational Qualification Level 3 in order to further improve her knowledge and understanding. The childminder continually reflects on her practice and evaluates it through her self-evaluation form, to help her identify areas of strength and weakness. Together with her commitment to ongoing training the childminder demonstrates her strong desire to continue to improve the service she provides.

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provision

The childminder has established effective relationships with parents and they are well informed about their children's care and progress. Daily verbal exchanges and children's daily diaries enable the childminder to exchange detailed information about every aspect of children's care. In addition, parents have regular access to children's individual learning journals. These are attractively presented and contain detailed observations, annotated photographs and examples of children's work, showing what children have achieved. The childminder has taken time and care completing these so that they not only contain relevant information but are also inviting to the reader. As a result, a two-way flow of information is maintained and parents are kept well informed of their children's progress. Parents are encouraged to share what they know about their child when they first start to attend so that the childminder is able to meet their needs, plan the environment and help

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provision

them settle quickly. The childminder has forged positive relationships with other providers in order to promote continuity of care to support children's overall development and progress.

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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. 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

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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.

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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 EY390731 Local authority Leicestershire Inspection number 821785 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 10

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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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