Childminder in Lincolnshire

Inspection date

Previous inspection date 10/11/2014 02/10/2009

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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

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This provision requires improvement

 The childminder supports children who speak English as an additional language. She monitors children's development to ensure they are making sufficient progress towards the early learning goals.  Children form strong bonds and attachments with the childminder and settle well when they arrive each day. This is because the childminder effectively works in partnership with parents to support children.  The childminder understands the required child protection and safeguarding procedures, and implements many strategies around her home and on outings to ensure children are kept safe in her care.

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It is not yet good because

 The childminder's method of self-evaluation has failed to address her insufficient understanding of the learning and development requirement to undertake a progress check for children aged between two and three years.  Children are not always allowed the time they need to process their thoughts and respond to questions.

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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, including the safeguarding procedures.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the inspection, and carried out two observations on children.

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Inspection activities

 The inspector checked evidence of suitability, qualifications and the childminder's policies and insurance documentation.

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Inspection activities

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

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Inspection activities

 The inspector took into consideration the letters of recommendation and feedback collected from parents.

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Information about the setting

The childminder registered in 2009 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, who is also her assistant, and their two children. All of the ground floor is used for childminding purposes and includes a downstairs toilet facility. There is an enclosed rear garden available for outdoor play. The childminder supports children for whom English is an additional language. There are currently five children on roll, four of whom are in the early years age range. Operating hours are from 6am 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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must:

 ensure that knowledge is gained about the progress checks for children aged between two and three years and provide a review of children's progress for parents.

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

 ensure children have opportunities to process verbal information and respond to what they hear with relevant comments, questions or actions

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

 improve the methods for reviewing and evaluating practice so that weaknesses are quickly identified, action is taken to address these and any required training can be sought.

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who attend

The childminder has a mainly clear understanding of how children learn and the role that she plays in supporting this. Her enthusiasm is reflected in the happiness of children as they participate in a wide range of activities. Children are engaged in their learning, making decisions within their play and accessing resources independently. Children are supported in making generally clear progress in their learning and development. For example, during a shape sorting activity, the childminder introduces new language and mathematical concepts, including colour, shape and number. Consequently, children are supported in the acquisition of skills needed for school. However, the childminder lacks understanding of how to complete the progress check for children between the ages of two and three years. This means that parents are not provided with a review of their children's progress so that targeted support can be quickly identified and provided if

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who attend

necessary to support children's good progress.

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who attend

The childminder supports children who speak English as an additional language. She uses gesture and models words to encourage the correct use of language. She gives a running narrative of what they are doing and uses songs with repetitive words and phrases to enable children to join in. The childminder and her assistant interact and talk with children at their level. As a result, children's speaking and listening skills are developing well and children are confident to express their needs. However, there are a minority of instances when the childminder does not allow time for children to process, think and respond with an answer to her questions. For example, when playing a shape game with a child, the childminder said, 'Which one is blue? This one is blue' and tapped the blue shape. The child was left confused and unable to answer.

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who attend

Parents are actively encouraged to share their knowledge of their children. They have access to all of their child's learning and development records and can talk with the childminder at any time because of an open door policy. Parents contribute to initial assessments of children's starting points on entry and they are kept well informed about their children's progress. Communications consist of written notes and daily discussions, emails and text messages. Written feedback from parents is highly complementary of the childminder. As a result, parents make a strong contribution to meeting their children's learning needs, which effectively contributes to continuity of children's learning and development at home.

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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 clean, warm and welcoming and where children feel safe and relaxed. The childminder gets to know the children and their parents, which promotes good relationships and encourages their trust. This ensures the move between home and the childminding provision is smooth for both the children and their parents. Successful settling-in strategies enable children to access toys independently and lead their own play, knowing the childminder or her assistant will offer support when needed. Strong emotional attachments are formed because the childminder smiles, offers appropriate praise and cuddles. Children behave well because they are encouraged to share and to take turns. As a result, children's emotional well- being is good.

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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. Packed lunches from home are complemented with snacks of fruit, milk, water and diluted cordial. Physical exercise is promoted through garden play, trips to the park and dancing, which takes place every day. Hygiene routines are encouraged from the start, for example, babies are introduced to hand washing because they are given a damp cloth to hold whilst having their nappies changed. All parts of the premises used for childminding are clean, safe, secure and suitable for their purpose, which means children are kept healthy.

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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 good quality and offer interest and challenge. The premises are kept tidy and any hazards are removed to keep children safe. For example, the childminder does not use her oven when children are present, to prevent potential injury. The childminder ensures her fire safety equipment is in good working order and has robust fire evacuation procedures in place, which teaches children how to keep themselves safe. Her first-aid kit is replenished after use and she carries an emergency kit with her on outings. Daily risk assessments are thorough around the premises and on outings. Consequently, children's physical well-being is good.

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provision

The childminder maintains all the documentation required to ensure children's safety. Safeguarding policies and procedures are in place and shared with parents. The childminder and her assistant have attended relevant child protection training and are aware of the potential indicators of abuse and neglect. She is fully aware of her role in reporting any child protection concerns and knows who to contact should any allegations arise against herself or her assistant. Consequently, children's safety is prioritised.

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provision

The childminder understands most of the learning and development requirements of the Early Years Foundation Stage. She carries out planning, observations and assessments to ensure that children are supported in progressing towards the areas of learning. She cascades all attended training to her assistant to ensure that his interactions with children are effective. Learning and development issues are discussed together and the assistant offers support, which enables the childminder to carry out one-to-one teaching with each child. The childminder holds firm relationships with parents and is aware of external agencies that help to secure appropriate interventions for children to receive any potential support they need.

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provision

The childminder understands the need to keep her skills up to date, though her efforts have not all been successful. She has improved the use of observations and assessments to identify learning priorities and has developed links with other settings that children attend, as recommended at her last inspection. However, the childminder's overall process of self-evaluation is weak, resulting in clear targets for the continued development of her provision not being identified in all areas. For example, information has been missed regarding how to carry out the progress checks for children aged between two and three years. As a result, there are some areas of the provision that require improvement to better meet 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 EY379143 Local authority Lincolnshire Inspection number 821497 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 5

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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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