Childminder in Lincolnshire

Inspection date

Previous inspection date 05/09/2014 04/07/2011

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early years provision

This inspection: 1 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 Teaching is especially good because the childminder has an excellent understanding of how young children learn and develop. She makes optimum use of the inspiring environment to provide rich, varied and imaginative learning experiences. Consequently, children are highly motivated, eager to learn and make exceptional progress towards their next stages in learning, including school.  The childminder has developed outstanding partnerships with parents to support and share information about their children's learning and development. This begins with the childminder obtaining exceptionally robust starting points. As a result of this shared and consistent approach to learning, children's progress is effectively maximised.  The childminder is highly skilled in helping children form secure emotional attachments with her. This supports their growing independence and provides them with security to explore and develop effective characteristics for life-long learning.

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This provision is outstanding

 Safeguarding procedures are outstanding. The childminder updates her knowledge through training to inform her proficient practice. She is exceptionally skilled at implementing her comprehensive policies, procedures and risk assessments. This ensures children's safety and welfare are placed at the heart of everything she does.  The childminder involves children in preparing and learning about a vast variety of fruits and vegetables as part of their well planned, highly nutritious meals. As a result, children are developing an excellent understanding of the benefits of healthy eating and the effect it has on their bodies.

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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 inspected all areas of the premises used by the children.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the inspection and conducted a joint observation with her.

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Inspection activities

 The inspector viewed a range of documentation including risk assessments daily registers, medication records, policies and procedures, and children's learning documents.

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Inspection activities

 The inspector checked evidence of suitability for all household members and the qualifications of the childminder.  The inspector interacted with children throughout the inspection.

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Inspection activities

 The inspector spoke to parents who were present and took account of the written views of all parents.

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Information about the setting

The childminder was registered in 1999 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two teenage children, in a house in Washingborough, Lincoln. The whole of the ground floor, bedrooms on the first floor and the garden are used for childminding. The family has a pet dog, a cat, chickens, goats and a covered garden fish pond. The childminder regularly takes children to the library and farm shop. There are currently eight children on roll who 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:

 consolidate the honest and critical reflection of practice to ensure that the high quality, first-rate practice already achieved is constantly improved upon.

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who attend

The childminder has an excellent understanding of how young children learn and develop. She involves parents exceptionally well from the beginning, through detailed discussions with parents to inform robust starting points. The childminder uses this indepth knowledge to plan and support children's rapid progress. She consistently informs next steps in their learning, from interests and skills observed by her or the parents so that children learn seamlessly between home and the provision. As a result of this shared and consistent approach to learning, children's progress is significantly maximised. Meticulous observation and accurate assessment of children's developing skills are used to promote excellent learning outcomes for children, through offering innovative and rich learning opportunities. As a result, teaching is exceptionally good and children are effectively challenged and inspired to learn. The childminder completes the progress check for children between the

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who attend

ages of two and three years. This ensures that gaps in any children's learning and development are quickly identified and addressed through early intervention and support. Consequently, children are exceptionally well supported and make excellent progress in readiness for school.

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who attend

The childminder ensures that children are acquiring optimum skills in communication and language, physical and personal, social and emotional development. She is highly skilled in engaging children in active learning so that in the relaxed atmosphere of her provision they have the time, space and materials to play, investigate and explore. The childminder focuses initially on promoting the prime areas of learning as a base from which children can successfully build their future learning. In practice, opportunities to link what children know and to extend these experiences are seamless, whether it be in child-initiated learning or something she has planned for them. This is because of the childminder's superb skill and outstanding knowledge of each child's learning needs, meaning that she is able to nurture their rapid development. The childminder uses a plan, do and review way of involving children in their own learning. This has a big impact on children's

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who attend

communication and social skills as they listen attentively to the childminder and their friends and discuss what they have been learning and what they could do next. Children converse with adults as they confidently take a lead role and include them in developing their play. For example, they ask, 'can you just check on my baby and make sure she's not slipped down?' As they are used to thinking and reviewing, they check in with the adult again saying, 'she's not slipped has she?' The childminder asks questions that support learning, such as, 'can you remember what we are going to make?', 'It may be better turning it the other way' or, 'I wonder where grapes grow?' The childminder's skilled use of questioning means that children remember well and can express themselves confidently. For example, they state to the inspector how frogs live under the leaves in the pond as they have seen them swim under them. They seriously add that they can feed

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who attend

them but not too much or they will pop like balloons. Children make their own dough and other creative materials, developing their understanding of how things change when they have something added to them.

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who attend

The childminder moves children forward in all areas of their learning extremely effectively by allowing them to use their initiative and have their own ideas. Mathematical concepts are very well embedded in many activities so children develop an excellent understanding of size, shape, capacity and number. For example, children decide to build a den and choose large interconnecting blocks. They sort them into colours and count how many in each group and then how many altogether. The childminder extends learning by supporting the children's exploration of how to split the blocks so that they have enough for the back and the two sides of the den. Children share songs and books to promote literacy and are able to successfully link letters to sounds and write their name and other familiar words. The childminder also has excellent understanding of the need to, and how to, strengthen finger and hand muscles to enable writing, such as chopping their own fruit

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who attend

and hanging from the monkey bars. The inspiring outdoor environment provides rich, varied and imaginative learning experiences that particularly supports physical development and understanding of the natural world. Consequently, children are highly motivated, eager and ready to learn as they have developed wonderful characteristics for learning.

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

Children and their families have heart-warming relationships with the childminder and her family, where clearly the children are everyone's priority. The childminder's settling-in procedures are exceptional. She takes time to get to know parents and children and explains about emotional attachment in relation to children's ability to learn. She reinforces that that if they work together it will make a big difference to how a child settles and ultimately to how they learn. The childminder sits with parents as they complete an indepth form about their child, which asks questions to encourage talk about all aspects of the child's care and learning needs. These extremely considered questions, asked from a child's point of view, result in a concise and enlightening insight into the child. These wonderful open and honest relationships with parents are replicated at school and other pre-schools where the children attend. This is because the childminder

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

successfully supports children to feel emotionally ready for their transition into her home, and to other providers exceptionally well. For example, as children arrive from pre-school for the afternoon session, they are actively encouraged to join in as they review what they have been learning during their morning at pre-school. They share their experiences before discussing what they are going to be doing that afternoon.

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

Children's behaviour is very good because they learn about expected levels of behaviour from the positive role modelling of the childminder and from each other. Children's self- esteem is significantly raised because the childminder praises and encourages them to try new activities and develop their independence. She is extremely skilled in supporting children who have a tendency to give up before they have really tried hard enough to do something. Consistently this fosters a 'can do' attitude, with the childminder using a tone of voice that inspires confidence in children. Children are delighted when they achieve something they have perceived as impossible and they excitedly proclaim, 'I can do it'. The childminder knows when to offer children challenges, when to offer support and allows them to take risks. For example, children have learned how to swing independently and test how high they can safely go, and they use the spaces on the wrought iron bench

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

to carefully climb to gain a better view of the goats. Therefore, children learn to try things for themselves and develop confidence in their own abilities which increases their desire to learn.

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

Children thrive in stimulating, well-resourced, organised, indoor and outdoor areas. Resources are plentiful and chosen to support children's independent exploration and learning. The childminder seizes opportunities to promote natural learning in meaningful ways. Children have an exceptional understanding of the importance of good health, physical exercise and a healthy diet. They prepare their own fruit salad and discuss where food comes from and what it needs to be able to grow. Children are aware that apples and pears grow on trees and the childminder extends this knowledge by discussing where grapes grow. They prepare their own sandwiches at lunch time with a choice of nutritious fillings. Children have been taught the connection between food and energy and say when they are on the swing that, 'food makes me go high'. The childminder agrees and asks what else food might be good for. They think before replying, 'my brain'. Naturally but

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

effectively, the childminder reinforces this saying, 'that's right, you eat it all and then you can do really good thinking'. As a result, children are developing an excellent understanding of the benefits of healthy eating and the effect it has on their bodies.

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provision

Safeguarding procedures are outstanding. Safeguarding children is prioritised and is exceptionally well promoted. The childminder has recently attended further training to update her knowledge and to inform her already organised and proficient practice. She has a comprehensive understanding of her responsibilities relating to safeguarding children and is able to discuss in depth and with conviction, what she would do if she had any concerns about a child. The childminder reviews her comprehensive policies and procedures annually or on receipt of new guidance following training and vigilantly ensures they are adhered to by all who live on the premises. For example, her 16-year-old child has had a Disclosure and Barring Service check to ensure their suitability for living on the premises where childcare is provided and her 15-year-old is aware that this will need to be completed when they too reach 16. This ensures that everyone who comes into

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provision

contact with children is suitable to do so.

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provision

The childminder has an excellent understanding of her responsibility in ensuring that children get the best possible start in learning. However, it is her passion to provide all children with an excellent start to their learning and development, that motivates and drives her in the pursuit of excellence. She nurtures a love of learning so that children make exceptional progress with her, to support their next stages in learning, including school. Highly successful partnership working with parents and other providers significantly contributes to her comprehensive knowledge of each child. She fully embraces sharing information and ideas knowing the positive impact this has on children's learning and development. Monitoring of her provision, practice and children's attainments are accurate and exemplary.

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provision

The childminder has made excellent progress from her last inspection. She recognises the need to constantly reflect on the outcomes of her practice to maintain the high quality, first-rate practice she has already achieved. The childminder attends training, researches on the internet and speaks to early years teachers to see how she can improve. The childminder has clear priorities for improvement and involves parents, children and other providers in assessing her practice. Parents' written comments are testimony to the childminder's dedication and indicate that they are delighted with the progress their children are making. They write that the childminder supports children's curiosities and provides exciting and stimulating activities which she knows they enjoy and will progress their learning. Overall, the childminder is meeting the safeguarding and welfare, and the learning and development requirements, of the Early Years Foundation Stage exceptionally

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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 209027 Local authority Lincolnshire Inspection number 865592 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 12

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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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