Childminder in Lincolnshire

Inspection date

Previous inspection date 27/11/2014 09/04/2009

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

 Strong, emotional attachments have been formed with all children and their families, which helps them to settle. Children are loved, well cared for and warmly welcomed into the childminder's home. Positive, friendly relationships have been formed with parents and they receive clear feedback about their children's day.  Toys and resources are easily accessible and attractively displayed, which promotes children's independence and purposeful play.  The childminder has a good knowledge and understanding of how children learn and develop. She assesses their skills and uses the information to plan for the next steps in their learning.  Children are safeguarded well as the childminder demonstrates a clear knowledge of how to protect them and the correct procedures to follow.  The childminder demonstrates clear vision and dedication to her childminding business. She has a positive attitude to attending training, to enhance and develop her good

p.1

It is not yet outstanding because

 Systems for sharing information with parents regarding children's learning and achievements from home are less robust.

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 compulsory part 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 taking place in the childminder's home.

p.2

Inspection activities

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

p.2

Inspection activities

 The inspector looked at a selection of policies, the childminder's planning and assessment files and a range of other documentation.

p.2

Inspection activities

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

p.2

Information about the setting

The childminder was registered in 2003 and is on the Early Years Register and the compulsory part of the Childcare Register. She lives with her father and adult daughter and son in a house in Holbeach, Lincolnshire. The whole of the ground floor and the rear garden are used for childminding. The family has three pet cats. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. She takes children to, and collects children from, a local school and pre-school. 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 operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years.

p.3

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

 enhance further the good partnerships with parents by building on strategies to share information about children's achievements from home to support children's assessments and promote their ongoing learning.

p.3

who attend

Children have good opportunities to engage in independent play. They are freely able to help themselves to toys of their choice from the well-resourced play room. Resources are consistently rotated to maintain children's interest and provide further challenge. The childminder demonstrates a secure knowledge and understanding of child development. She skilfully supports children's learning by effectively interacting with them, ensuring that, from an early age, children's play is purposeful. This helps prepare them well for nursery or school. Children's interests and stages of development are given careful consideration by the childminder when planning activities or providing toys and resources she knows children will enjoy. Children are happy and interested learners, who are working well within their expected range of development. The childminder talks knowledgeably about children she cares for, confidently discussing their current interests

p.3

who attend

Teaching methods are good. The childminder speaks clearly and directly to young children, modelling language and repeating words for reinforcement. She encourages children's love of books by providing a cosy den and independent access to a vast range of both story and information books. Children cuddle up closely to the childminder to look at books, and stories are read with enthusiasm. The childminder uses the opportunity to support other areas of learning. For example, a story about a reindeer leads to children recalling their recent visit to a farm park and feeding the reindeers there. The childminder makes good use of her local environment to further extend learning, as children attend soft play centres, children's groups, a local duck pond and parks on a regular basis. A suitable range of resources are in place to help children gain an awareness of the diverse society in which we live and they learn about some other cultures and traditions, such as

p.3

who attend

Chinese New Year, through planned activities.

p.4

who attend

Parents provide the childminder with useful information about their children's starting points. This, along with her own observations, means that clear assessment of children's learning is in place right from the start. The childminder has developed effective systems to observe, assess and plan for children's learning needs. She observes children in their play and takes photographs of them to illustrate the activities they enjoy. She uses the information gathered from the observations to ensure that children are making good progress through their ages and stages of development. The childminder talks to parents every day about their children's day and they receive some written information regarding children's achievements. However, parents have less opportunity to contribute to their children's assessments by sharing information about their learning and achievements from home, to fully support their ongoing development.

p.4

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

Children are relaxed and content in the childminder's home, due to her kind and caring nature. Secure, emotional attachments have been formed with the childminder and children welcome cuddles and affection. The childminder's home is well-organised to enable children to move freely and safely in the areas available to them and access the toys they wish to play with. This means that children continually develop their independence, as they initiate their own play. The childminder provides a fully inclusive service to all children attending. She meets with parents at the beginning of children's placements so that she has a clear understanding of care routines and preferences. She shows clear appreciation for children's individual personalities. She recognises signs of tiredness or illness well and adheres to individual routines for sleep and meal times. The childminder works closely with other settings to meet the needs of children in her care.

p.4

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

Children behave well in the childminder's care because she is an effective role model, who speaks to them in a calm and pleasant manner. She gently guides them to learn appropriate social skills, such as sharing and turn taking during play. Children receive praise when they do well, which encourages their confidence and self-esteem. Older children display a kind and caring attitude towards babies. For example, they pass them a towel so they can wipe their hands and often display affection during play. Children's safety is paramount and they are well supervised as they move around the home. Children's understanding of their own safety is reinforced through following clear procedures for road safety and the action to take when leaving the premises in the event of an emergency.

p.4

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

Routine procedures for hand washing and children's understanding of their own personal care are introduced from an early age. Snacks and home cooked meals support a healthy and well-balanced diet. Children help to grow and care for living things, such as strawberry plants. This helps them to gain an understanding of where foods come from and they eat them as part of their snacks. Drinks are constantly available throughout the day so that children can control their own thirst. Children have regular access to the childminder's garden for physical development and a range of other activities, such as sand and water play. Children also visit local parks and participate in daily school runs to further enhance their physical abilities in the fresh air.

p.4

provision

Children are safeguarded well as the childminder has a good understanding of her responsibilities regarding the safeguarding and welfare requirements of the Early Years Foundation Stage. She demonstrates clear knowledge about the procedures to follow in the event of a child protection concern and has completed training so that she is aware of local procedures and legislation. Adults within the home have completed suitability checks. Children are supervised well and they are never left alone with people who have not been vetted. The childminder is vigilant regarding safety and completes regular risk assessments of both the home and outings to ensure children are kept safe while in her care. She holds a current first-aid certificate, as do all members of her family living at the premises. This ensures children are able to receive appropriate treatment in the event of an accident. The childminder demonstrates a sound understanding of record keeping and

p.5

provision

keeps required documents to a good standard.

p.5

provision

The childminder demonstrates a secure understanding of the learning and development requirements, which ensures children make good progress while in her care. She has worked hard since her last inspection to maintain a good standard of care and education for the children she looks after. The childminder uses appropriate guidance to monitor children's progress and plan for precise next steps in their learning. This ensures they are well prepared for their next stage of education, such as starting pre-school or school. The childminder has appropriate systems in place to evaluate her practice and identify training courses, which benefits the learning experiences for children.

p.5

provision

The childminder has built positive relationships with parents, which benefits and supports the time children spend with her. The childminder speaks to parents on a daily basis. A clear exchange of information takes place about children when they arrive so that the childminder is able to meet their immediate needs. Partnerships with the local pre-school and primary school are good and information is shared at collection times. This means that children benefit from a coordinated approach to their care and development, and as a result, make good progress.

p.5

The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met

p.5

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.6

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.6

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.7

Setting details

Unique reference number EY260016 Local authority Lincolnshire Inspection number 819789 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 15

p.7

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.7

Type of provision

For the purposes of this inspection the following definitions apply:

p.7

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.7

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.7

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.8

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.8

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.9

Type of provision

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

p.9