Childminder, Out-of school day care in Lincolnshire

Inspection date

Previous inspection date 15/12/2014 22/02/2010

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early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder successfully encourages children's thinking and language by using open-ended questions. Children become confident communicators as they talk about what they see, what they are doing and what choices they make.  Children form strong bonds and secure emotional attachments with the childminder. They show that they feel safe and secure through their play and interactions. The childminder treats children with kindness and care, which helps them to gain a sense of well-being and belonging.  The childminder displays a secure knowledge and understanding about her role and responsibility in protecting children and keeping them safe from harm.  The childminder demonstrates friendly and trusting partnerships with parents. She keeps them informed about their child's day and developmental progress. She encourages parents to remain actively engaged in their children's learning, both in the childminding setting and at home.

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This provision is good

 The childminder demonstrates a positive and genuine attitude towards reflecting on and developing her practice. This helps to support improvements in the setting and further enhances opportunities for children.

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It is not yet outstanding because

 The childminder does not fully maximise children's play experiences and exploratory skills, as there is not a wide range of natural, open-ended and household resources.

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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 observed activities in the lounge and playroom.

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Inspection activities

 The inspector spoke to the childminder at appropriate times throughout the inspection.  The inspector carried out a joint observation with the childminder.

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Inspection activities

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

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Inspection activities

 The inspector checked evidence of suitability of the childminder and adult members of the household and the childminder's training and improvement plan.

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Information about the setting

The childminder was registered in 2009 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and three children in a house in Lincoln, Lincolnshire. The whole of the ground floor, two bedrooms on the first floor and the rear garden are used for childminding. The family has one dog and one cat as pets. 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 collects children from the local schools and pre-schools. There are currently seven children on roll, two 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 5.30pm, Monday to Friday, except bank holidays and family holidays.

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

 enhance children's exploratory and imagination skills by increasing opportunities for them to access open-ended resources, such as cardboard boxes, shells, stones and household objects.

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who attend

The childminder effectively delivers the Early Years Foundation Stage to a good standard. She successfully assesses children's abilities against the typical expectations for their age through effective observations. The childminder skilfully uses the information gained to plan and provide future activities to challenge children and support their good progress. The childminder has a good awareness of children's likes, dislikes and interests from when they first attend her childminding setting. This is because she gathers useful information from parents about care routines and their child's abilities in the seven areas of learning. This means that she is able to immediately provide activities that children enjoy, building on what they know and supporting them to settle quickly. Children's personal, social and emotional development is progressing well. They display good levels of independence and confidence appropriate to their age. They communicate confidently with the childminder

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who attend

and display good social skills. The childminder plans activities and adapts her approach to help each child to reach their next steps in learning. Children make reindeer food and use tools to scoop up oats, bird seed and glitter into a bag and mix the ingredients together. The childminder uses language, such as 'more' and 'another one', to develop children's mathematical learning. This means that children benefit from learning, which is specific and relevant to them, while taking part in a fun themed activity at Christmas time.

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who attend

Children are beginning to develop early personal, social and emotional skills as they form relationships with each other. The childminder encourages children to share toys and play together. This promotes skills necessary for the later move onto nursery or school. Children benefit from taking part in regular outings as they visit local groups and join older children on school runs. This supports children well in developing their understanding of their local community and prepares them for their future learning. Teaching is good because the childminder actively participates in children's play. She gets down to their level as she encourages them to be fully involved. Most resources and toys are easily accessible and there is sufficient space for children to play on the floor or sit comfortably on the low-level furniture. However, the range of resources available does not routinely include open-ended objects, which children can use, move and combine in a variety of

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who attend

ways. This means that opportunities for them to play and explore imaginatively are less well promoted.

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who attend

The childminder and parents speak daily, sharing information about children's achievements and milestones. She encourages parents to review her written records about their children's learning and to contribute what they know about them. This ensures that parents continue to be involved in their children's learning in the childminding setting and at home. The childminder is aware of the progress check for children between the ages of two and three years and completes the check as it becomes due. This is shared with parents and help to ensure that any concerns about children's learning and development are quickly identified and managed. As a result, children make good progress towards the early learning goals.

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

The childminder successfully supports children's emotional well-being, confidence and self- esteem. Children have formed strong bonds and attachments with the childminder. They spontaneously show her affection and are eager to spend time in her setting. The childminder supports children and families well to settle into her childminding setting, through inviting them to visit together before childminding arrangements begin. During these visits, the childminder builds relationships with the parents and gets to know the child. As a result, children are happy and settled. The childminder provides a safe and stimulating learning environment, to support their learning and development. Toys are stored in low-level cupboards and drawer units. This enables children to help themselves to what they want to play with, developing their independence.

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

Children's dietary needs are mostly met by parents because they provide packed lunches for them. The childminder provides a variety of healthy snacks for the children. Children sit together with the childminder for meals, so these are social occasions when they learn good table manners and join in conversations. The childminder supports children's self- care skills as they move towards independence. They wash their own hands before eating and manage their personal needs according to their age and stage of development. Children have individual hand towels that are on separate pegs, to reduce the risks of cross-infection. The childminder further supports children's good health by promoting an active lifestyle. Children are encouraged to play in the garden, where she provides a range of activities to promote all areas of learning. Children are also taken to the local park where they are able to access more physically challenging equipment, which helps to

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

develop their large muscles and physical skills.

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

The childminder has positive strategies for managing children's behaviour. She has visual displays to keep parents informed about acceptable and unacceptable behaviour in her home. Children are reminded to remove their shoes and to share resources. The childminder is aware of different stages of development for children and provides an adequate amount of resources to allow them to be independent and included in all activities. As a result, children play confidently together. For example, children become upset when attempting to sit on the same chair. The childminder explains to children that there is enough chairs for them to have one each. This quickly defuses the situation and children sit on separate chairs and play with the resources available. Children are supported to have an understanding of how to manage risks and their own safety. The childminder talks to children about road safety when out and about in the community.

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provision

The childminder has good knowledge of the safeguarding and welfare requirements of the Early Years Foundation Stage. She has recently updated her knowledge of safeguarding, which has secured her understanding of anything that may be a cause for concern and what action to take. The childminder carries out daily risk assessments within her home, outdoors and on outings, which ensures that children are able to play and explore in safety. In addition, the childminder ensures that all adults within her home have checks to make sure that they are suitable to be around young children. Therefore, children are effectively safeguarded. Children take part in fire drills and they learn to keep themselves safe, as they become familiar with the evacuation procedure.

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provision

The childminder monitors the quality of the teaching and learning, ensuring that each child receives an interesting and challenging learning experience. She reflects well on the childminding service that she offers. Consequently, she is aware of her strengths and priorities for improvement. The childminder is committed to her own professional development and attends relevant training courses, to improve her childcare skills and knowledge.

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provision

The childminder is not currently caring for any children, who attend other early years settings, but is aware of the need to work in partnership with other provisions, should the situation arise, to support their learning and development. Partnerships with parents are good. It is evident from parents feedback that they are very satisfied with the care and learning their children receive. Parents particularly value the fact that the childminder maintains discipline while gaining the utmost respect of the children in her care. The childminder visits local schools when dropping off and collecting older children. Consequently, they become familiar with the journey, buildings and people, in readiness for their next steps in learning.

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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 EY395613 Local authority Lincolnshire Inspection number 859716 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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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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