Lawrence, Kelly Ann

Inspection date

Previous inspection date 17/11/2014 21/12/2011

p.1

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

p.1

This provision is good

 Children are happy and settled because the childminder meets their individual needs successfully.  Children show good self-confidence during their play. They develop new skills as the childminder responds to the choices they make and gives them much support and encouragement.  Children develop good concentration, persist at activities and gain a sense of achievement because the childminder gives them time to use resources independently and practise what they have learnt.  The organised childminder uses her good knowledge of children's progress to involve parents and helps them continue children's learning and development at home.

p.1

It is not yet outstanding because

 The childminder does not provide opportunities for children to be interested in a wide range of printed words to extend their literacy skills.  Methods for gaining information from parents about children's starting points are not thorough to assist the childminder in planning for children's individual learning when they first start.

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 viewed the areas where childminding takes place.  The inspector observed activities in the childminder's home.  The inspector had discussions with the childminder and a parent.

p.2

Inspection activities

 The inspector sampled a range of documentation including information from children's records, a parents' survey and training records, and discussed evaluation systems, planning methods, policies and procedures.

p.2

Information about the setting

The childminder registered in 2011. She lives with her partner and daughter in the Rowanfield area of Cheltenham in Gloucestershire close to shops, parks, schools, pre- schools and public transport links. Children's main care takes place in the sitting room, kitchen and hallway. The bedrooms for sleeping are on the first floor. Children play in an enclosed, rear and side garden. The childminder is registered on the Early Years Register, and on the compulsory and voluntary parts of the Childcare Register. She offers childcare before, during and after school and in school holidays; she offers weekend care occasionally and overnight care on a regular basis. There are two children on roll in the early years age range who attend on a part-time basis. The childminder provides care to two children over the age of five years. She currently supports a number of children with special educational needs and/or disabilities. The childminder is willing to collect children

p.3

Information about the setting

from the local pre-school and school and attends children's groups on a regular basis. She works occasionally with her partner who is registered as her assistant. The childminder holds a relevant early years qualification at level 3. She receives funding for the provision of free early education for two-year-old children.

p.3

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

 extend children's learning through improving teaching techniques, including by displaying more words to develop further children's literacy skills

p.3

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

 strengthen existing information obtained from parents when children first start to assess what they can already do to help identify their starting points and stage of development.

p.3

who attend

Through the childminder's quiet encouragement, children achieve well in each area of learning, taking into account their abilities and patterns of attendance. The childminder understands the importance of completing observations of children during their settling-in sessions and gains a general overview of what children can do from parents. However, she does not ask parents about new children's stages in each area to inform early plans for learning. Nevertheless, all children receive strong support to develop good attitudes and skills to learn effectively. The childminder skilfully gives young children the space and time to explore what they are interested in so that they become used to concentrating and persevering in their play. The planned activities for what children need to learn next, including craft work and regular outings, are focused well so that children develop good social and learning skills for when they move on to school.

p.3

who attend

Overall, the childminder offers good levels of challenge to take individual children forward in their learning. She frequently uses open comments and questions to help children develop their language skills and think in further depth. She knows the children well and effectively uses their current levels of understanding and choices of resources to foster their learning and development. For example, children ask for puzzles and work cooperatively with the childminder to construct and talk about the pictures. The childminder engages and motivates children well individually and in shared activities. For example, she extends young children's interest in story telling by developing their simple role play concerned with serving, 'Cups of tea'. Children eagerly look at picture cards and books. However, the childminder does not provide a wide range of other printed materials around the home for children to enjoy and recognise. This reduces opportunities for

p.4

who attend

children to extend their interest in letters and familiar words, such as their names and names of toys.

p.4

who attend

The childminder offers varying opportunities to teach children the early stages of mathematics. For example, young children became absorbed in play with a variety of small objects. The childminder used their interest to sort and place these using related colours and similar shapes. She extended their language in conversations, for using mathematical words by saying, 'There's a couple more. Where does that one go? If you find that piece first, you'll be able to put this one onto it.' She encourages children to repeat activities, such as counting, to reinforce their learning. These experiences motivate children to try things for themselves so they practise and absorb what the childminder teaches. The childminder makes good use of local events to interest children and teach them about their community. For example, she involves children in Remembrance Day as they paint poppies; children visit an allotment to dig, and learn how fruit and vegetables grow. Such

p.4

who attend

activities enhance children's understanding about the environment through their experiences.

p.4

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

The childminder focuses well on children through her quiet, attentive practice. This ensures that all children, especially young children and those in need of additional support, form appropriate bonds and secure emotional attachments with her. Consequently, the childminder successfully promotes children's physical and emotional well-being. Her care practices enable children to show that they are happy and enjoy what they doing. The childminder supports children effectively to develop relationships. Children talk as they play with her and older children after school. They look forward to going to children's groups where they learn to play sociably with children of their own age.

p.4

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

Children behave well because the childminder manages their behaviour consistently. She understands their personal traits and encourages children through purposeful praise. The childminder explains gently about her expectations so that children cooperate to take turns and to tidy the play area. Children behave well because they are keen to play with the plentiful, stimulating toys and equipment. Children can reach some of the toys themselves and ask the childminder for those stored at higher level. The childminder's range of resources and the learning environment she offers support well children's all- round development.

p.4

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

The childminder fosters children's independence successfully. Children respond to her calm suggestions to want to do things for themselves. The childminder's practice has good impact on children's confidence and self-motivation. This approach enables children to be well prepared for changes, including for their moves into other early years settings and Reception class.

p.5

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

The childminder supports children effectively to feel safe, and to learn about risk and healthy lifestyles. Her care practices enable children to be aware of safety, such as when by roads and duck ponds. Children learn to take appropriate risks, including when using larger physical equipment at local parks. The childminder supports children to develop a good understanding of the importance of physical exercise and a healthy diet, and to manage their own hygiene and personal needs.

p.5

provision

The childminder's understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage is strong. She has completed enhanced safeguarding training and knows what action to take, should there be a concern about a child's welfare. The childminder and all other adults who have regular contact with the children have undergone suitability checks. The childminder's paediatric first-aid training is up to date and she knows what to do in an emergency. Her medication, accident and other records are well organised, which underpin children's well-being. The childminder's risk assessment of the premises and equipment shows good awareness about security and appropriateness of resources. The childminder's assessment of risks to keep children safe when they are away from the premises is strong, for example, on walks to school. As a result, children are secure and safe.

p.5

provision

The childminder fulfils her responsibilities well in meeting the learning and development requirements of the Early Years Foundation Stage. She observes children's responses closely and uses these effectively in her planning for what children need to learn next. The childminder has systems to monitor children's development and progress. She has a good understanding of the requirements for following the progress of children, including two- year-olds. This analysis helps to check whether children need further support to close any gaps in learning. The childminder prepares all children well for their future lives.

p.5

provision

The childminder implements secure systems to improve outcomes for children and their families. She has implemented an action and recommendation from the previous inspection successfully to enhance safeguarding, assessment, partnership working and the effectiveness of her self-evaluation. The childminder takes close account of children's responses and preferences and seeks feedback from parents, including in a survey. She values the views of other providers and her early years locality advisor to identify her setting's strengths and to plan for areas for development. These include redrafting her questionnaire to extend parents' involvement, and attending further training. The childminder demonstrates strong commitment to making ongoing improvements.

p.5

provision

Parents give and receive information about their children's progress each day. The care diaries and learning journals also give parents an opportunity to share about activities their children enjoy at home and their achievements. This approach helps to build a strong partnership and supports children's consistent care. Parents appreciate the quality of care their children receive, describing the childminding environment as friendly and homely. They are very positive about the activities on offer and are confident that their children enjoy attending the setting. The childminder demonstrates a good understanding of the importance of working in partnership and that this underpins children's consistent care. She plans to approach shared providers in settings at which children recently started. The childminder has a good understanding of how to work with other professionals supporting children with special educational needs and/or disabilities. This quality of practice ensures

p.6

provision

that children's learning and development receive continuous support.

p.6

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 EY430284 Local authority Gloucestershire Inspection number 816659 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 2

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