Childminder in Lincolnshire

Inspection date

Previous inspection date 24/10/2014 04/03/2011

p.1

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 3 The effectiveness of the leadership and management of the early years provision 3

p.1

This provision requires improvement

 The childminder has a secure understanding of child development, tailoring activities to individual children's ages and stages of development. As a result, all children make good progress in their learning.  The childminder has a robust settling-in procedure in place. Consequently, children are extremely well settled and happy.  Children's behaviour is good. This is because the childminder has clear boundaries in place and supports these through positive reinforcement.  Children are safeguarded as the childminder knows what to do in the event of a safeguarding concern.

p.1

It is not yet good because

 Although the childminder is booked onto a paediatric first-aid course, her current certificate has lapsed. This means she is not fully complying with the requirements of the Early Years Foundation Stage or the Childcare Register.  Opportunities are missed during the daily routine to consistently maximise children's developing independence.  Children are not consistently encouraged to tidy away after themselves and as a result, opportunities to develop their understanding of caring for the environment are missed.

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 had a tour of the premises and enclosed outdoor area and observed activities in the childminders living and dining room.  The inspector carried out a joint observation with the childminder.

p.2

Inspection activities

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

p.2

Inspection activities

 The inspector looked through children's assessment records, reviewed a selection of records, policies and procedures and a selection of other documents.

p.2

Inspection activities

 The inspector checked evidence of suitability of all household members over the age of 16, and the childminder's qualifications.

p.2

Information about the setting

The childminder was registered in 2000 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 in Welton, Lincoln, Lincolnshire. The whole house is used for childminding, with most of the care taking place on the ground floor, and sleeping facilities located on the first floor. The premises are accessible by one step. There is an enclosed garden available for outside play. There are currently 15 children on roll, five of whom are in the early years age group and attend for a variety of sessions. The childminder supports children with special educational needs and/or disabilities. She operates all year round from 7.30am to 6.30pm, Monday to Friday, except for bank holidays and family holidays.

p.3

must:

 ensure a current paediatric first-aid certificate is maintained at all times.

p.3

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

 utilise all opportunities for children to maximise their growing independence skills and sense of responsibility, for example, by encouraging children to carry out simple tasks themselves

p.3

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

 extend opportunities to help children understand about caring for their environment, for example, by encouraging them to tidy away resources when they have finished using them.

p.3

who attend

The childminder is enthusiastic and passionate about her work. She demonstrates a secure understanding of child development, adapting practice to support each child's individual age and stage of development. As a result, children are motivated and eager learners ready for the next stage in their learning. Furthermore, the childminder uses her knowledge to ensure a all areas of learning are promoted based on children's interests. For example, during a physical activity outside, the childminder introduces mathematics by counting how many times they kick the ball to one another. She appropriately tailors this to each child's level of development, and as a result, children are interested and engaged, and make good progress in their mathematics. Children are settled and at ease in the welcoming environment. The childminder models clear language and responds sensitively, which supports their early communication skills. Consequently, children are confident

p.3

who attend

The childminder plans and provides a balance of both adult-led and child-initiated activities, which are documented in children's learning files. Learning files are used by the childminder to assess children's ongoing progress and development in the seven areas of learning. These are based on a secure knowledge of each child and clearly identified next steps, which are documented in children's learning files. This allows the childminder to intervene at the right time to extend and model play. For example, children choose to chase up and down on their scooters. The childminder supports them and intervenes when needed by adding large and small cones and encouraging children to weave around them. Consequently, children are effectively stimulated through purposeful play experiences and consistently develop in all areas of learning. On occasion however, children are not encouraged to tidy away once they have finished and resources are left

p.4

who attend

out. As a result, opportunities for children to develop their understanding of caring of the environment are missed.

p.4

who attend

The childminder works hard to actively engage all those involved in the child's learning. For example, daily diaries are used to share learning where children attend another setting. As a result, learning opportunities are maximised and all children continue to make good progress. The childminder has close links with children's parents and shares information about their progress through their children's learning files on a regular basis. This enables parents to support their children's learning at home. Children's starting points are gathered through discussions and a robust settling-in process. Consequently, children are well supported and continually make progress in their learning given their starting points. The childminder supports children with special educational needs and/or disabilities and ensures they are receiving support where needed so any gaps in learning are closing.

p.4

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

Overall, the childminder ensures the well-being of the children in her care. However, the childminder does not hold a current paediatric first-aid certificate. This means children's welfare is not assured in the event of an accident while in the care of the childminder. The childminder's robust settling-in procedures effectively contributes to supporting children's emotional well-being. Consequently, children are happy and settled. Through warm and positive relationships children are secure and confident and as a result, have a positive attitude to their learning. Careful discussions about the next stage in their learning, such as going to school, further support children's emotional well-being. The environment has a welcoming and calming feel, enhanced by a variety of appropriate pictures, signs and artwork, letting children know their work is valued. The living room is well organised to provide a variety of resources to support children of all ages and stages of development.

p.4

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

This is enhanced by a 'resource catalogue'. Children use the book to choose any resources they would like and then children are supported to change the resources over. This allows children to take charge and adapt their environment and as a result, all children are engaged in their learning. The outdoor area provides resources for children to take appropriate risks, such as large swings, a variety of sports equipment and scooters and bicycles. Consequently, children develop their physical skills and learn to manage their own safety. For example, the childminder talks about what will happen if they go too fast on their scooters so children develop their awareness of their own safety needs and those of others.

p.4

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

The childminder is a positive role model and promotes positive behaviour by encouraging children to think critically through appropriate questioning and clearly explaining changes in the routine. For example, the childminder lets the children know that in two minutes it is snack time. As children come inside the childminder asks the children what they need to do; children confidently reply 'take off our shoes'. As a result, children are respectful and follow boundaries with ease. Appropriate praise is given to support children's self-esteem. Consequently, children view themselves and their achievements positively and are eager to keep trying. For example, children persevere when playing golf, spending extended time trying to hit the golf ball across the grass, perfecting their skills.

p.5

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

The childminder provides healthy snacks, such as fruit so children learn to make healthy choices. She eats snack with the children and talks about how thirsty she is 'after all that running outside'. As a result, children begin to understand the effects physical exercise has on their bodies and how to stay healthy. Children demonstrate a good awareness of hygiene practices. However, the childminder does not consistently maximise the daily routine for developing children's independence. For example, the childminder passes children the soap dispenser and turns the taps on and off. This prevents children from learning to do this for themselves.

p.5

provision

The childminder is not meeting all of the requirements of the Early Years Foundation Stage or the Childcare Register. Although she has a sound understanding of first aid procedures, she has failed to maintain a current paediatric first-aid certificate. As a result, children's well-being is not maximised. The childminder demonstrates a good knowledge of safeguarding procedures. For example, the childminder understands what to do in the event of a concern about a child in her care. In addition, she ensures that anyone living in her home has the relevant Disclosure and Barring Service checks. As a result, children are safeguarded from harm. Thorough risk assessments and daily checks are in place, identifying and minimising any potential hazards. The childminder maintains a secure environment by ensuring the doors and gates are kept locked at all times. Consequently, children are kept safe.

p.5

provision

Children's learning is monitored through accurate assessments to ensure that all children are making good progress and provided with extra support where needed to ensure any gaps in learning are closing. This results in all children, including those with special educational needs and or/disabilities, making good progress from their starting points. Self-evaluation is in place and mainly successfully identifies any areas for improvement. All actions and recommendations from the last inspection have been met and this drive for improvement ensures that experiences for all children are generally positive. Partnerships with parents are good. Recent questionnaires completed by parents demonstrate that parents are very satisfied with the care and learning their children receive. Daily discussions, emails, mobile phone text messaging updates and daily diaries for children one year and under, reinforce this positive parental partnership. As a result,

p.5

provision

parents are fully involved in their children's care and learning. Partnerships with others, such as schools, are embedded. The childminder visits schools and nurseries and offers to support children as they attend for settling-in days, if needed. As a result, children are well prepared for their next step in learning.

p.6

The Childcare Register

The requirements for the compulsory part of the Childcare Register are

p.6

actions)

The requirements for the voluntary part of the Childcare Register are

p.6

To meet the requirements of the Childcare Register the provider must:

 ensure that an appropriate first-aid qualification is maintained (compulsory part of the Childcare Register)  ensure that an appropriate first-aid qualification is maintained (voluntary part of the Childcare Register).

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 208954 Local authority Lincolnshire Inspection number 865583 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 15

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