Childminder in North Lincolnshire

Inspection date

Previous inspection date 10/10/2014 23/11/2010

p.1

early years provision

This inspection: 3 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 3

p.1

This provision requires improvement

 The childminder provides a broad range of resources and activities, which follows children's interests and keeps them occupied for long periods of time.  Children develop increasing levels of independence and skill. As a result, children are appropriately prepared for school as they happily engage in a suitable range of play experiences.  The childminder is an effective role model. This encourages children of all ages to behave well and respect each other.  The childminder provides a stimulating, safe environment where precautions are taken to safeguard children. This helps children to feel secure in their surroundings.  The childminder uses information from parents to help children settle within the setting.

p.1

It is not yet good because

 The childminder does not consistently use accurate assessments of children's progress across the seven areas of learning to plan next steps for each child. As a result, children are not always provided with activities that are sufficiently challenging.  The childminder does not recognise the learning potential of all activities, which means that children's learning is not always continually maximised across all areas of learning.  The childminder does not robustly monitor and evaluate areas of development within the setting, which means that improvements are not swiftly addressed.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector observed activities in the main play area.

p.2

Inspection activities

 The inspector sampled the childminder's policies and procedures. She also discussed the childminder's self-evaluation and improvement plans.  The inspector discussed the childminder's observations, assessment and planning.  The inspector conducted a joint observation with the childminder.

p.2

Inspection activities

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

p.2

Information about the setting

The childminder was registered in 2005 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her father and teenage son in a house in Scunthorpe, North Lincolnshire. The family have a cat as a pet. The whole ground floor of the property is used for childminding purposes, and there is a secure rear garden for outdoor play opportunities. Children enjoy local walks around the area, attend toddler groups and visit the childminder's allotment. There are currently six children on roll, four of whom are in the early years age range and attend for a variety of sessions. The childminding provision operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder receives support from the local authority and is a member of the Professional Association for Childcare and Early Years.

p.3

must:

 assess children's progress across the seven areas of learning in relation to their age and stage of development, and use this information to plan challenging next steps for each child

p.3

must:

 ensure the learning potential of all activities is recognised by improving knowledge of the seven areas of learning so that children's learning is continually maximised.

p.3

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

 improve the monitoring and evaluation of the setting to ensure areas for development are robustly identified so that improvements are more swiftly addressed, in order to effectively promote children's learning and the continuous improvement in the quality of the setting.

p.3

who attend

Children enjoy their time at the setting and are interested and occupied. For example, children are happy to make modelling dough, remaining focused on the activity for a sustained period of time as they comment 'It's really sticky and cold'. The childminder provides activities and resources that cover all seven areas of learning. However, she does not accurately assess children's progress in each of these areas or use this information to consistently plan for children's next steps in learning. As a result, teaching is variable as children are not always provided with activities that are sufficiently challenging, which prevents them from making good progress. All children access a broad selection of age- appropriate toys and activities that encourage them to make steady progress in their learning. For example, children make music together, sing and make marks in flour and chocolate. While children have fun as they happily engage in these play experiences, the

p.3

who attend

childminder does not always recognise the full learning potential of each activity. This means that children's learning is not continually maximised across the seven areas of learning.

p.4

who attend

Children's language development is promoted as the childminder continually talks to children as they play. The childminder comments on activities that babies are engaged in, which introduces them to lots of speech and language. For older children, she asks more questions to encourage their communication skills. Children demonstrate the skills they need to be ready for school when they put on their coats and recognise their own personal needs. Older children demonstrate confidence and independence when they wash their hands. They listen attentively, are cooperative and follow instructions. Older children are supported to use scissors and paint brushes. All children share toys and talk to each other which means that their social skills are promoted. This helps to prepare children for when they attend school.

p.4

who attend

Children settle well in the setting because the childminder uses information from parents to help children to feel secure when they first start attending. She follows routines that babies are familiar with and demonstrates flexibility in her settling in procedures. This ensures that children and parents are reassured. The childminder obtains some relevant information from parents about their children's starting points, which enables her to plan and provide activities based on children's interests. The childminder shares information with parents about children's strengths, achievements and any areas of concern when she completes the progress check for children aged between two and three years. Information is also continually shared with all parents through daily discussions, photographs and the accessibility of children's development files. This provides parents with opportunities to support their children's learning at home.

p.4

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

The childminder provides a warm, welcoming environment that is well resourced, both indoors and outdoors, and where children feel safe and secure. This supports children's all-round development and emotional well-being. Babies have access to a broad array of toys and activities that promote their emerging skills and sensory awareness. For example, babies investigate through touch, taste and smell as they make chocolate cereal cakes. Children appear happy and form secure relationships with the childminder because their emotional and personal care needs are met. The childminder uses information from parents so that she understands each child well, and responds to their individual needs. This ensures that children's emotional and physical well-being is promoted and they are emotionally prepared for the next stage in their learning. Children behave well because the childminder is a good role model and provides clear guidance for children about what

p.4

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

is acceptable behaviour. As a result, children learn to respect and tolerate each other's similarities and differences. It also helps children to learn to keep themselves and others safe as they learn to safely play together.

p.4

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

Children are independent relative to their ages because the childminder supports them by offering choices and by praising them appropriately. This reassures children and promotes confidence and self-motivation. The childminder ensures that children have access to a wide range of outdoor equipment and resources that promote physical activity. For example, children push trolleys, run and operate pedal operated toy cars. They enjoy local walks and attend toddler groups. Children also benefit from visits to the childminder's allotment where they grow tomatoes and other vegetables. As a result, children develop an understanding of why it is important to have physical exercise and a healthy diet.

p.5

provision

The childminder has made some positive changes within the setting since the last inspection, which demonstrates a commitment to self-improvement. She ensures that fire evacuation drills are practised regularly and includes all children attending. The childminder benefits from support from the local authority and she meets with other childminder's in her area to share and exchange some information, which she uses to try and improve her practice. However, while the childminder reflects on her practice, she does not robustly monitor and evaluate all areas of development within the setting, which means that improvements are not always identified and swiftly made. For example, the childminder has not engaged in regular training, resulting in her practice, specifically in relation to children's learning, not being informed by up-to-date professional knowledge. As a result, children do not make good enough progress.

p.5

provision

The childminder works in partnership with parents to ensure children's care and learning needs are appropriately met. She provides information to parents about children's development and they are invited to comment in their child's individual file. She is also available for parents to talk to when they collect and drop off their child. This ensures that the childminder is informed when providing for children's needs and interests and means that parents can contribute to their child's learning. However, the childminder does not consistently assess children's progress across all areas of learning which demonstrates a weakness in her understanding of her responsibilities in meeting the learning and development requirements of the Early Years Foundation Stage. The childminder has started to evaluate the strengths and weaknesses of the education programmes and is in the early stages of seeking support from the local authority to improve this aspect of her

p.5

provision

provision. Therefore, although improvements are beginning to be made, these have yet to be fully embedded into practice so that children benefit from good teaching and learning experiences.

p.5

provision

The childminder demonstrates a sound understanding of safeguarding children and child protection procedures. She is aware of the signs and symptoms of abuse and is knowledge about the procedure to follow if she suspects a child may be suffering from, or likely to suffer from abuse. The childminder explains the procedure to follow, and who to notify in the event of an allegation being made against her. This ensures children are protected from harm. The childminder identifies potential risks within the setting and on outings. She knows how to minimise these, which ensures that all children are kept safe and feel secure while in her care.

p.5

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

p.6

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

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number EY311749 Local authority North Lincolnshire Inspection number 877978 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10