Childminder in Lincolnshire

Inspection date

Previous inspection date 22/09/2014 25/09/2013

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early years provision

This inspection: 3 Previous inspection: 4 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 3

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This provision requires improvement

 Children form secure attachments with the kind and caring childminder which enables them to settle well in her care.  Appropriate toys and resources are available, which are easily accessible and meet children's interests and learning needs.  The childminder's home is welcoming and safe, and clear priority is given to safeguarding children. This means that children feel safe and are comfortable to explore their surroundings.  Positive relationships are in place with parents and a regular exchange of information regarding their children's time in the childminder's care is shared.

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It is not yet good because

 The childminder is not planning precise next steps in children's learning effectively so that their individual development is fully supported.  The childminder does not always make the best use of questions and the introduction of new words to support children's early communication skills during play.  Children have fewer opportunities outdoors to access natural resources and materials, that enable them to explore and learn more about the natural world.

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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 taking place in the lounge.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at a selection of policies, the register of attendance and a range of other documentation.  The inspector checked evidence of suitability for the childminder.

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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 13 and eight years in a house in Moulton, Lincolnshire. The whole of the ground floor, one bedroom on the first floor and the rear garden are used for childminding. The family has a cat and a rabbit as pets. The childminder visits the shops and post office on a regular basis. She collects children from the local school. There are currently six children on roll; two of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round, from 7am to 6.30pm, Monday to Friday, except for bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years.

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must:

 ensure ongoing assessment is used consistently to monitor children's learning and development, through appropriate next steps and challenging activities, that shape learning experiences for each child

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must:

 improve children's opportunities to experience a rich language environment, for example, by ensuring the best use of questioning and modelling of language is consistently used during activities.

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

 enhance the outdoor area to maximise children's opportunities to investigate the natural world.

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who attend

The childminder has an adequate understanding of how children learn through play and provides a suitable range of toys and activities they enjoy. The childminder demonstrates an improved understanding of the learning and development requirements of the Statutory framework for the Early Years Foundation Stage. She understands how different activities support the prime and specific areas of learning and provides general support to children as they play. She engages in conversation and answers children's questions, for example, about what things are or how they work. However, she does not always support their communication and language development successfully. This is because she does not make the best use of her own questioning to extend learning. In addition, she often misses opportunities to introduce new words into young children's vocabulary. For example, while looking at an animal touch and feel book, children do not hear any

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who attend

descriptive words, such as 'soft', 'rough' or 'smooth' to describe the textures they are feeling.

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who attend

The childminder is able to talk confidently about the children in her care and is aware of their immediate needs and interests. For example, she provides resources, such as play food, dolls and pushchairs, for children who enjoy role play. She is beginning to observe and assess children's learning and has completed appropriate development checks. For instance, the progress check for children between the ages of two and three years. The childminder demonstrates through her practice and discussion that she has a general overview of individual children's learning needs. However, she is not yet using her assessments of learning effectively to plan for precise next steps in children's development and provide them with further challenge. The childminder is beginning to track children's progress through her assessments. Although this is still in the early stages and not yet embedded enough to demonstrate whether children are making good progress in their

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who attend

learning and development. Systems have been introduced for gathering information about children's starting points from parents when they first start, to help them settle and inform the tracking process.

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who attend

Since her last inspection the childminder has made some attempts to increase the time spent away from the home, engaging in other activities. For example, aside from school runs, children sometimes visit the shop and post office in the village or go on walks to watch the farm animals in local fields. They spend time in the garden for physical activity but have fewer opportunities to engage in other activities that support their sensory or exploratory play. For example, there is little learning about the natural world, such as through growing things or freely digging in mud. Children's understanding of valuing and respecting others is supported through their play with suitable resources that promote other people, religion and cultures. In addition, children are learning to take turns, listen and respect each other. These skills are developing well ready for school.

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

Children are happy and settled in the childminder's care. They are familiar with all areas of the home used for childminding and feel comfortable to approach the childminder with their wants and needs. For example, they approach her for a cuddle and sit closely on her knee to look at a book. This promotes their emotional development well. A varied and suitable range of toys and resources are easily accessible in the lounge and playroom and support all areas of learning. The childminder speaks to parents in detail at the start of children's placements so that she has a clear understanding of their interests, care and learning needs. Parents receive verbal feedback about their children's day at collection time and information about the learning that has taken place is beginning to be shared on a more regular basis. Children accompany the childminder on school runs which help them to become familiar with a school environment before starting school or pre-school

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

themselves. Hygiene routines are good and children learn about self-care skills from an early age. For example, the importance of washing their hands before eating, and children are encouraged to put on their own shoes and coat. Meals are provided by parents and the childminder provides healthy snacks. Children access their own drinks throughout the day as and when they please, to control their own thirst. These are frequently replenished by the childminder. Children regularly spend time in the garden where they access a variety of resources to promote their physical development, such as a swing, slide and see-saw. Children accompany the childminder on walks to and from the local school and participate in other walks for further physical exercise and enjoy pushing the dolls' pushchair. Children behave appropriately for their age and respond well to the childminder's calm manner. She praises children when they do well which encourages their confidence and

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

self-esteem. Children's safety is a priority for the childminder and they are well supervised at all times. Older children are made aware of the procedures to follow for leaving the premises in the event of an emergency.

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provision

The childminder demonstrates a suitable understanding of safeguarding children and has a range of policies and procedures in place to support children's well-being. She has refreshed her knowledge of child protection through recent training so that she is aware of the most recent legislation to protect children in her care. All adults within the home have undergone suitability checks and children are never left alone with people who are not vetted. Documentation, such as an attendance record which supports children's safety and welfare are appropriately maintained. Effective procedures are in place to ensure children play in a safe and secure environment, including visual and written risk assessments of the premises.

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provision

The childminder has made suitable improvements to her childminding practice since her last inspection to ensure she is no longer providing inadequate education for the children she cares for. Systems for observing and assessing children's progress have been implemented and the childminder is beginning to use appropriate guidance to monitor children's progress. However, this is not yet securely embedded to ensure children are always making good progress in their learning and at present requires improvement. The childminder is generally aware of her strengths and weaknesses and has had support from the local authority to help her raise standards overall in her practice.

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provision

Information sharing with parents has improved and the childminder speaks to them on a daily basis about their child's day. Parents' observations of their children's learning at home are valued and included as part of the childminder's assessment procedures. Parents now receive written information about the progress their child is making, such as the progress check for children between the ages of two and three years. This ensures they are aware of their children's basic learning needs and how these are being supported.

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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 EY274832 Local authority Lincolnshire Inspection number 963185 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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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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