Childminder in Lincolnshire

Inspection date

Previous inspection date 02/10/2014 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable 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 caring relationships with children, supporting them with the transition into her home. Consequently, children are happy, confident and relaxed in her care.  Children make good progress in their learning and development due to the quality of interactions from the childminder and the interesting activities she provides.  The childminder has a secure knowledge of the local safeguarding procedures to follow should she have any concerns about children in her care.  The childminder is committed to continuing her professional development in order to benefit children's experiences and improve practice.

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It is not yet outstanding because

 The childminder speaks to parents on a daily basis and an exchange of information regarding children's learning takes place. However, there are fewer opportunities for parents to share in depth information about their children's learning and development at home.  There are fewer opportunities for children to embrace their own culture and traditions through purposeful play and planned activities.

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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 childminder's home.

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Inspection activities

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

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Inspection activities

 The inspector looked at a selection of policies, the childminder's planning and assessment documents, the register of attendance and a range of other documentation. A discussion was held regarding her systems for self-evaluation.  The inspector checked evidence of suitability for the childminder.

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Information about the setting

The childminder was registered in 2013 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives in a house in Sutton Bridge, Lincolnshire. The whole of the ground floor and the rear garden are used for childminding. The childminder has three cats as pets. She visits the shops and park on a regular basis. She takes children to and collects children from the local schools. There are currently four children on roll, one of whom is in the early years age group and attends for a variety of sessions. She operates all year round, from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder also offers weekend care. 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:

 enhance the already good partnerships with parents, so that they have greater opportunities to share even more information about what their child is learning at home

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

 support children through play and resources to become aware of and explore their own culture and traditions.

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who attend

Children are warmly welcomed into the home by the childminder, who is attentive to their individual needs. She shows good knowledge of children's interests and ensures that toys which children enjoy are available to help them settle. The childminder understands how children learn and uses engaging teaching methods to support the good progress they are making in their learning. She provides a clear narrative to children's play, supporting their early communication skills by repeating words and asking suitable age-related questions. This supports the development of thinking skills. For example, the childminder and children work closely together to build a train track. The childminder supports children to gain a sense of achievement by supporting them to find the correct pieces to complete the track. As they play, the childminder asks them, 'What noise do you think a train makes?' allowing children enough time to think and respond. The childminder further extends the

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who attend

activity by showing children a video of a real train.

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who attend

The childminder's knowledge of individual children's needs is gathered from parents during initial visits to her home. This, together with her ongoing observations and assessments of children, enables her to effectively plan and monitor their development. Observations and photographs are recorded on an online computer system, which provides clear links to the areas of learning and enables the childminder to plan challenging next steps in children's development. Tracking systems are in place to highlight the progress children make, and to quickly identify any gaps. This ensures that children are well prepared for their next stage of development, such as starting pre-school or school. Discussions take place with parents every day so that information is shared and they are knowledgeable about their child's day. The childminder values this information. However, there are fewer opportunities for parents to share what they know their child can do at home, in order for

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who attend

this information to contribute further to supporting the next steps in children's learning.

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who attend

The childminder makes good use of public transport, such as buses, to take children to places she knows they are interested in and enjoy. For example, children have visited garden centres, museums and children's golf 'taster' days. Children go on numerous walks around the village to look at nature or to simply watch the cars and lorries passing over a local bridge. This supports young children's fascination with vehicles. These activities have a positive impact on children's learning and aid their good progress. The childminder is knowledgeable about the backgrounds of the children that attend. Children learn about some cultural events, such as Chinese New Year, which encourages an understanding of similarities and differences in the world around them. However, less consideration has been given to resources and activities, which support the culture and traditions of the children that attend the setting and help them gain an awareness of their own beliefs.

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

The childminder warmly welcomes children and their families into her home, helping to promote their sense of security and belonging in the setting. Secure emotional attachments have formed. Children approach the childminder with ease for cuddles and welcome her interaction in their play. The childminder provides a fully inclusive service to all children attending and ensures she gathers clear, precise information from parents at the start. 'Getting to know you' sessions are offered and these ensure that individual children's needs are thoroughly addressed to support the settling-in process. Ongoing needs are constantly updated through daily conversations and a written feedback sheet. This provides information about the children's day and the learning that has taken place with the childminder. Parents positively state that they 'welcome the written notes.' Children accompany the childminder on school runs, which helps them to become familiar

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

with a school environment before starting school themselves.

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

Children are beginning to learn and understand age-appropriate skills in self-care. For example, children are beginning to be introduced to the toilet and the hygiene procedures that accompany this, such as hand washing. Children are keen to try these new skills, enjoying the bubbles the soap makes. They show an interest in dressing themselves and make attempts to put on their own shoes and coat before leaving the home. This further supports their independence skills. A range of healthy snacks and meals meets children's nutritional needs and they have constant access to their own drinking cup throughout the day. At present, the childminder's garden is small and does not lend itself well to promoting children's physical development. Therefore, the childminder ensures children are taken for plenty of walks in the fresh air. She frequently visits local parks and soft-play centres to develop their physical skills.

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

Rules are in place to ensure that clear and realistic boundaries are established and adhered to. As a result, children behave appropriately for their age. The childminder is a good role model, using 'please' and 'thank you' and talking in a pleasant manner when talking with children. Children welcome her praise and encouragement during activities, which instils confidence and self-esteem. Children are supervised well as they move around the home and the childminder ensures they are able to play in a safe and secure environment. She also encourages children to be active and explore their environment, while teaching them to be safe. For example, there are clear rules regarding road safety which children must adhere to on walks.

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provision

Children are safeguarded effectively in the childminder's care due to her good knowledge of the procedures to follow in the event of any concerns. A vast range of policies to safeguard children and promote their well-being are shared with parents. Suitable online training in child protection has been completed and the childminder has booked on to a further training course to ensure her knowledge is refreshed. Suitability checks with the Disclosure and Barring Service have been carried out on the childminder and children are never left alone with people whose suitability has not been verified. The childminder's home is secure and a thorough process of risk assessment ensures they play in a safe environment both in the premises and on any outings. Documentation is organised and maintained to a good standard, which effectively supports children's safety and welfare.

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provision

The childminder has worked hard since her registration to develop her childminding services and provide good quality childcare from her home. She evaluates her practice on a regular basis and seeks the views of parents in both written and verbal form. The childminder actively seeks to keep her knowledge and understanding of good quality childcare up-to-date. She accesses various training courses which has a positive impact on the service she provides. The childminder will shortly be moving to a larger home and she feels this will further broaden and enhance children's learning experiences. For example, she has clear plans in place to develop her new garden with sensory areas. This will provide better opportunities for children to explore the natural world. She demonstrates a clear understanding of the learning and development requirements, providing a range of experiences that supports children's good progress towards the early learning goals. The

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provision

childminder has established effective systems for assessing and tracking children's progress. She uses appropriate guidance to monitor next steps and achievements in children's learning, preparing them well for the next stage in their education, such as school.

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provision

Relationships with parents are positive and friendly. Secure systems are in place to ensure regular communication takes place with parents to meet the everyday care needs of the children. Furthermore, parents are fully aware of the activities children have enjoyed and their achievements so far. Parents speak positively about the childminder and her practice, commenting that the childminder is, 'warm and wonderful' and provides a, 'home-from- home environment'. Information, such as the homes evacuation plan and the Ofsted parents' poster, is displayed for parents to view. Overall, children enjoy spending time with the childminder, who is attentive to their individual needs and provides them with a happy and safe environment.

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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 EY459412 Local authority Lincolnshire Inspection number 966720 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

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Name of provider

Date of previous inspection not applicable

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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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