Childminder in Lincolnshire

Inspection date

Previous inspection date 30/09/2014 23/09/2008

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early years provision

This inspection: 3 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 3

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This provision requires improvement

 The childminder is kind and loving. Children respond well to her warm interaction and have formed secure attachments to her and her family.  Children are suitably safeguarded as the childminder has sound knowledge of how to protect them and the correct procedures to follow should she have a child protection concern.  Positive relationships are in place with parents, who receive detailed information about their children's day through a daily diary and verbal discussions.

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It is not yet good because

 The childminder has not fully understood the requirements for carrying out a progress check for children between the ages of two and three years. Parents do not have a full account of their children's progress and individual learning needs at this time, as the required summary does not reflect the prime areas of learning and development.  The childminder is not using the information gathered from observations to effectively assess children's progress and ensure she plans for precise next steps, to fully support their learning and development.  Self-evaluation is not effective in identifying and addressing weaknesses in the childminder's knowledge and understanding of the Early Years Foundation Stage, in order to ensure children make good progress in their learning.

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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, kitchen and garden.

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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 accident and medication records, and a range of other documentation.

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Inspection activities

 The inspector checked evidence of suitability for the childminder and other members of the household.

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Information about the setting

The childminder was registered in 1997 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and adult daughter in a house in Deeping St. James, Peterborough, Cambridgeshire. The whole of the ground floor and the rear garden are used for childminding. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. The childminder takes and collects children from the local schools and pre-schools. There are currently 16 children on roll, 10 of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round, from 7.30am to 5.30pm, Monday to Friday, except bank holidays and family holidays. The childminder holds a level 3 qualification in childcare. She is a member of the Professional Association for Childcare and Early Years.

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must:

 complete the progress check for children between the ages of two and three years effectively, ensuring that parents are provided with a written a summary of their child's progress in the prime areas of learning and development, identifying a child's strengths and any areas where a child's progress may be less than expected

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must:

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

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

 develop self-evaluation systems in order to drive improvement, including monitoring the education programmes to support long term achievements and experiences for children.

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who attend

Children join in activities with enthusiasm and enjoy their time with the childminder. She has a suitable understanding of how children learn through play and provides a varied range of toys and activities that support all areas of learning. She is attentive to children's needs during play and uses suitable teaching methods that engage them to learn and make sufficient progress. For example, the childminder recognises children's interest in writing their own name and encourages them to do this on their finished art work. She sounds out the letters for support and offers clear praise and encouragement for their efforts. The childminder constantly engages in conversation with children and provides clear answers to the questions they are confident to ask, such as what a toad is, when reading a story book. Consequently, children are beginning to be sufficiently prepared for the next stage of learning, such as starting school.

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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. She observes children in their play and keeps a learning journal of photographs and art work to show the activities they have enjoyed. However, the childminder is not effectively using this information to consistently assess and track children's progress while in her care. As a result, precise next steps are not consistently identified and planned for, to provide children with further individual challenge in their learning. Furthermore, the childminder is not fully meeting the requirements for completing the progress check for children between the ages of two and three years. She has not considered all three prime areas of learning when summarising progress and identified clear strengths or areas less than expected. As a result, parents do not have the required information about their children's progress at this time, or where there may be a

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who attend

need for further support and intervention. Parents do, however, receive daily written information about the activities their children have participated in, through home diaries. They are also encouraged to share information about their child's learning from home in this way.

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who attend

The childminder makes effective use of her local community to provide children with different experiences in their learning. For example, children enjoy visits to the library, parks and local groups for socialising with their peers. Children are able to recall visits to see pigs and donkeys with the childminder in nearby fields, showing that they enjoyed the memorable experience. Regular arts, craft and messy activities, such as painting and rice play, allow children to express themselves and explore using all of their senses. A suitable range of play materials and resources is used to look at other cultures and faiths, supporting children's understanding of the diverse society in which they live.

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

Children are happy in the childminder's care and welcome her interaction with them as they play. They have formed warm, positive relationships with her and other members of the family and enjoy close contact. For example, they gesture for a cuddle with the childminder when feeling a little unwell and gather closely to listen to a familiar story. Children are able to move independently between the kitchen and lounge, to access different activities and spend a good amount of time in the garden throughout the day. Children's art work and photographs of them in activities are displayed, which provides a clear sense of belonging in the childminder's home. Clear written and verbal information is gathered from parents about their children when they first start, so that the childminder is able to meet their immediate needs and helps them settle. The childminder has established close relationships with a local pre-school that children attend. She speaks to

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

children's key persons at collection time and shares a daily diary to ensure their ongoing needs are met across both settings.

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

The childminder endeavours to promote a healthy lifestyle within her setting. Children spend time in the fresh air on walks in the local community and on daily school runs. The garden is enjoyed by all children. They have good opportunities to develop their physical skills with a suitable range of resources, such as ride-on bicycles and cars. Older children's self-care in preparation for school, is encouraged through independent access to the bathroom. They receive good encouragement from the childminder to try a task for themselves, such as when opening food packets or putting on shoes. Children show they are familiar with routines, as they announce themselves that they must wash their hands, when the childminder tells them that it is time for snack. The childminder provides children with a range of healthy foods for their snack, such as a choice of fresh fruits. All meals are provided by parents who are encouraged to provide healthy options. Children

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

access drinks frequently throughout the day to meet their own thirst needs.

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

Children behave appropriately for their age and any minor squabbles and disagreements are swiftly and fairly dealt with by the childminder in a calm and consistent manner. She encourages appropriate sharing and turn taking skills when playing, so that children are beginning to play cooperatively with their peers. Children's safety is a priority for the childminder and they are supervised well at all times. Clear safety practices are in place. For example, wrist straps are used for those children walking alongside the buggy so that the childminder has control of the safety of children when walking near or crossing roads.

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provision

The childminder demonstrates a clear understanding of her safeguarding policies and procedures, implemented to protect children in her care, and has updated her child protection training since her last inspection. All adults within the home have undergone suitability checks and children are never left alone with people who are not vetted. All documentation, which supports children's welfare and safety, is appropriately maintained at all times. The childminder takes appropriate action to minimise risks in the home and on outings to ensure children play in a safe and secure environment.

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provision

The childminder has made some positive steps to meet her recommendations from her last inspection and has attended regular training to keep her knowledge of various childcare issues up to date. Furthermore, the childminder is in the process of setting up regular meetings with other childminders, to share ideas and support practice. The childminder demonstrates a sufficient understanding of the learning and development requirements that underpin children's learning. She is aware of the links between observations and assessment. However, she has not implemented thorough self- evaluation to accurately identify and address weaknesses in her knowledge and understanding of the Early Years Foundation Stage. The childminder is not currently using specific guidance to monitor children's progress effectively, to ensure they are making good progress and that any gaps in children's learning are not missed. Despite this,

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provision

children make sufficient progress due to the childminder's positive interactions in their play and the activities she provides. Relationships with parents and grandparents are positive, and they are warmly welcomed into the home when they arrive to drop off or collect children. A clear exchange of information takes place and the childminder also gives parents added information through the daily diary, so they are consistently aware of ongoing needs. Parents use the diaries positively to keep the childminder updated of their children's time away from the setting. Partnerships with other providers are secure, and this means that children benefit from a coordinated approach to their care and development, which contributes to their needs being sufficiently met.

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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 209247 Local authority Lincolnshire Inspection number 865605 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 16

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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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