Childminder, Out-of school day care in North Lincolnshire

Inspection date

Previous inspection date 09/10/2014 30/07/2009

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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 has a good understanding of the Early Years Foundation Stage and the educational programmes. She observes children's play and effectively plans learning opportunities to secure their progress through skilled teaching.  Children form strong attachments with the childminder and they settle well. The childminder works in partnership with parents and keeps them informed about their children's progress.  The childminder strives to a highly stimulating environment with accessible resources that promote learning and challenge children. As a result, children are motivated to explore and gain the necessary skills they need for the next stages in their learning.  Children's well-being is paramount to the childminder's practice. She has a good understanding of safeguarding and child protection procedures, which ensures children are kept safe and secure.  The childminder has thorough arrangements in place to reflect on and evaluate her

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This provision is good

own practice. She understands the importance of continuing to keep her knowledge and skills up to date.

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It is not yet outstanding because

 A wide range of natural play materials are not provided for babies to further support their sensory play.

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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 children's assessment records and a range of other documentation.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the inspection and checked evidence of her suitability and qualifications.

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Inspection activities

 The inspector checked suitability of the areas of the premises used for childminding and looked at resources both inside and outdoors.

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Inspection activities

 The inspector looked at evidence of suitability of household members and the childminder's policies, including the safeguarding procedures.

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Information about the setting

The childminder registered in 1993 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband in Broughton, North Lincolnshire. All of the ground floor is used for childminding purposes. There is an enclosed rear garden available for outdoor play. There are currently eight children on roll, two of whom are in the early years age range. Operating hours are from 7.30am to 6pm, Monday to Friday, all year round, including school holidays. The childminder 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:

 complement the range of resources for babies to access, for example, by providing them with a wider range of opportunities to use all of their senses to explore and investigate natural objects and materials.

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who attend

The childminder has a good understanding of the Early Years Foundation Stage and the educational programmes have depth and breadth across the seven areas of learning. Information is gathered from parents and other settings that the children attend, to form a baseline of what children can already do. From this, progress is monitored through careful observation and assessment, taking children's individual interests into account. For example, the childminder saves cobwebs to enable children to explore spiders in their habitats. Activities, such as this, sustain children's interests and engage them for longer periods. The childminder devises plans to ensure a good variety of activities are available to help children make progress in their learning. These activities include outdoor play and visits within the local community to places, such as, the local country estate park, a petting farm and a straw-maze. The childminder attends toddler groups regularly to

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who attend

enable children to develop their personal, social and emotional skills, and their communication and language skills. As a result, children are active learners and display the characteristics of learning.

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who attend

Teaching is consistently good because the childminder supports children sensitively and extends their thinking as they engage in a wide range of activities and play experiences that are used well to promote children's imagination and creativity. The childminder meets the learning and development needs of each child by carefully planning individual next steps, which ensures that all children are effectively challenged. The childminder enhances children's learning by making links to the themes used in other settings children attend. For example, a pre-school topic on healthy eating was supported when the childminder provided child-friendly knives for children to cut their own fruit. This also promoted independence skills. All activities are well prepared so that children make good progress and they are ready for the next stages in their learning, such as school.

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who attend

The childminder ensures a good two-way flow of information between herself and parents, so that children have a consistent routine and parents are fully involved in their children's development. Letters of thanks to the childminder are extremely complimentary from both parents and children. The childminder uses activity books for each child to inform parents of progress and development, as well as any other key information. This helps to promote continuity of learning and care. Parents also receive daily information of routines, such as, toileting, eating, rest and journeys out. This provides parents with information about what activities their children are taking part in during the day. As a result, children are making good progress in their learning and development.

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

Children are confident to explore their surroundings, which are safe, warm and welcoming and where children feel safe and relaxed. The childminder gets to know the children and their parents, to encourage trust and to promote good relationships. This ensures the move between home and the childminding setting is smooth. Successful settling-in strategies enable the children to access toys independently and lead their own play, knowing the childminder will offer support when needed. Babies thrive in the childminder's care because she is attentive and affectionate towards them. Strong emotional attachments are formed because the childminder smiles, offers appropriate praise and cuddles. Good routines are established, such as always crossing the road in the same places when walking children home from school. The childminder has instigated a buddy system, so the older children set good examples to the younger children, particularly when

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

near the roads. As a result, behaviour is managed well and children learn to stay safe. This also provides children with a good understanding of what to expect and ensures children's emotional well-being is effectively supported.

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

Healthy lifestyles are supported through physical exercise, a healthy diet and good hygiene. For example, children are able to bake and make their own healthy pizzas. Cleaning rotas are in place so that all children are taught good hygiene routines, such as, wiping worktops, setting the table for snacks, cleaning toys and helping to tidy away. Children have plenty of opportunity for physical play because outside there is a wide variety of outstanding play equipment. The long garden has been well designed and is dedicated to becoming an interesting play area where children's imaginations can run free. There is a mud garden with drain pipes for children to experiment with water, pans and utensils for mixing mud. Children grow vegetables, flowers and learn about fruit on the trees. There are excellent opportunities for children's imaginative play, such as putting tents up and building dens around the trees. Resources enable children to pedal, climb,

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

run and jump. Children swing from a tree or use the grassed area for ball games, gymnastics and obstacle courses, or use the water slide connected to a hose pipe. There is a play area with rubber chips on the ground for safe use of the climbing frame and children enjoy exploring a paddling pool full of shells, sand and utensils. Consequently, the excellent outdoor play facilities promote children's physical development, and their emotional health and well-being that are required in readiness for school.

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

The indoor environment is well equipped with developmentally appropriate resources. Toys and play equipment are of excellent quality and offer interest and challenge. Children access the toys they want and carry out activities, such as painting and messy play. The many excellent baby toys are designed mainly of brightly-coloured plastic, which helps with sight development and colour recognition. However, these are not complemented by a wide range of natural materials to invite responses from babies to investigate and explore through the use of their senses.

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provision

The childminder has a clear understanding of her responsibilities to meet the safeguarding and welfare requirements. Safeguarding policies and procedures are clearly understood and she is fully aware of her role in reporting any child protection concerns if necessary. She has attended relevant child protection training and has informed parents of how she uses her mobile telephone and camera to record children's activities. Children are supervised at all times to further promote their safety. The childminder holds a current first-aid certificate, and she has a clear understanding of the procedures to follow in the event of an accident or emergency. All required documentation is maintained to a professional standard. Clear and well-written policies and procedures ensure children's safety and well-being underpin good practice and are shared with parents. The childminder ensures her fire safety equipment is in good working order and has robust fire

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provision

evacuation procedures in place. Her first-aid kit is replenished after each use and she carries an emergency kit with her on outings. Daily risk assessments are thorough around the premises and on outings, which ensures potential hazards are identified and minimised effectively. Older children are taught how to use the childminder's mobile telephone, and she carries details of other childminders to be contacted to take care of the minded children in the event of an emergency. Consequently, children's safety and well-being is paramount to the childminder's practice.

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provision

The childminder understands the learning and development requirements of the Early Years Foundation Stage. She monitors her planning, observations and assessments to ensure that children are supported in progressing towards the areas of learning. She is knowledgeable of progress checks for children aged between two and three years. The childminder builds good relationships with parents and is aware of external agencies that help to secure appropriate interventions for children to receive the potential support they need. As a result, children are making good progress in their learning and development in preparation for the next stages in their learning.

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provision

Self-evaluation is a continual process that ensures that improvements are targeted and are focused on aspects that will bring about the most impact for children. The childminder has a back-up plan for any occasion where she may not be able to receive children, such as her own illness or a personal emergency. She attends a local community pre-school group and seeks regular advice from an Early Years support team, which helps to keep her up to date with practice and meet legislation requirements. All recommendations from the last inspection have been effectively implemented to improve the provision for children's care and learning. Consequently, the childminder strives for continuous improvement in meeting the needs of all children.

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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 505188 Local authority North Lincolnshire Inspection number 819374 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

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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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