Childminder in Lincolnshire

Inspection date

Previous inspection date 18/12/2014 24/03/2010

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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

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This provision is good

 Children's personal, social and emotional development is very well fostered by the childminder. Children are confident, polite and relaxed in their environment. They share very close bonds with the childminder, which fosters their sense of security.  Children make good progress in their learning and development because the childminder is a good teacher.  Children are safeguarded because the childminder provides a safe and secure environment for them to play in. She also ensures all household members undergo suitability checks, which helps to protect children.  The childminder works in close partnership with parents and carers. She has also established close links with the local pre-schools and school. This emphasis on partnership working is having a positive impact on children's care and learning experiences.

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It is not yet outstanding because

 The childminder has not yet fully implemented a targeted programme of professional development, to ensure that the good quality learning provided continues to be enhanced further, so that children make the best possible progress.

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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 childminder's playroom and kitchen/dining room. The inspector viewed the garden with the childminder.

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Inspection activities

 The inspector held discussions with the childminder and children at appropriate times during the inspection.  The inspector conducted a joint observation with the childminder.

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Inspection activities

 The inspector looked at a range of records, including children's details, learning information, written policies and a selection of other documents.

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Inspection activities

 The inspector checked evidence of all household members' suitability and the qualifications of the childminder.

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Inspection activities

 The inspector took into account the views of parents provided through written documentation.

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Information about the setting

The childminder was registered in 2006 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her three children in a house in Welton, Lincolnshire. The childminder cares for children all year round, Monday to Friday, from 7am until 5.30pm, with the exception of bank holidays and family holidays. The childminder uses the whole of the ground floor of her home for childminding. This comprises of a living room, playroom, kitchen/dining room and downstairs toilet. There is an enclosed garden available for outside play. The family has a pet hamster. There are currently ten children on roll, four of whom are in the early years age range and attend for a variety of sessions. The childminder cares for children before and after school, as well as during the day. She takes the children out in the local area on a daily basis to various groups, activities, the park and on the pre-school and school run.

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Information about the setting

The childminder is a member of the Professional Association for Childcare and Early Years.

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

 implement a more targeted programme of professional development to ensure it is focused on developing practice to an outstanding level, so that children's learning experiences are enhanced even further.

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who attend

Children make good progress in their learning and development. The childminder is a good teacher who provides a wide range of fun activities based on children's interests, age and development needs. She offers a balance of adult-led activities and child-initiated play, and ensures she covers all areas of learning. She uses a range of teaching strategies to support children's learning. For example, she asks children lots of open-ended questions that make them think. When children state they would like a green plate and then select a yellow one from the cupboard, the childminder asks them to check they have the right one. When they say they have she goes to the cupboard with them and finds the green plate. They then compare the two together and the childminder allows children time to think. They soon realise that they do not have the green plate and discuss that the plate they have chosen is a green/yellow colour. The childminder praises them for being so

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who attend

clever and for working this out for themselves. She is good at responding to children's spontaneous learning.

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who attend

The characteristics of effective learning are evident as children play. They are keen to have a go and persevere at activities. They confidently select what they would like to play with from the good range of accessible resources in the playroom. Children's early literacy is promoted as they read with the childminder. Their communication and language skills are developing well because they have many opportunities to speak. They also hear lots of language as the childminder provides a constant narrative as they play. She values their emerging language when they do not pronounce words exactly right, but ensures she teaches them the right word so that they learn.

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who attend

Parents are included in their children's learning and development. The childminder conducts regular assessments of children's progress and shares these with parents. She conducts the progress check for children between the ages of two and three years in close partnership with parents. These assessments ensure that any gaps in children's development are identified early. Children are well prepared academically for the move to pre-school and school because they are making good progress in all areas of learning. The close partnerships the childminder has established with the pre-schools and school also contribute to smooth transitions between settings for the children's benefit.

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

Children's well-being is promoted to a good standard. They form very close bonds with the childminder and this fosters their sense of security and belonging. Children enjoy cuddles from the childminder and they are obviously happy in her care. Their personal, social and emotional development is fostered very well. Children's behaviour is impeccable. They are polite and courteous to the childminder and other adults they meet. The childminder is a good role model for behaviour. She is a positive person and ensures the atmosphere is calm but busy, thus conducive to good behaviour. She values children's opinions highly and they thrive on this respect, then reciprocate it with their good behaviour. Children are confident and independent. This all contributes to children being well prepared emotionally for when they move on to pre-school and school.

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

Children benefit from being cared for in a clean and safe home. Their health and safety is of high priority to the childminder. Children enjoy healthy snacks and meals when they are with the childminder. Their physical development is promoted as they have daily opportunities for fresh air and exercise in the childminder's garden and when they go out and about. Children also enjoy physical play inside when they dance to their favourite music with the childminder. They recall that this music is the same as they enjoy at the weekly music group they attend. Children enjoy all the benefits of the home environment, as well as the social aspect of attending larger groups.

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

Children are beginning to learn how to keep themselves safe. For example, when they rock on their chairs the childminder reminds them to ensure all the chair legs are on the floor. She explains that this is to keep them safe and to stop them falling off and hurting themselves. The childminder works in close partnership with parents regarding children's care. She gets to know children and their parents well so that she can meet all individual needs. Parents comment that the childminder goes 'above and beyond' and is always there to help them and their children.

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provision

Children are safeguarded by the childminder as she has a good awareness of her responsibilities regarding child protection. She knows the signs and symptoms of abuse and neglect to be alert for and the procedures to follow if she had any concerns about a child in her care. Children are safeguarded further as they play in a safe home environment. The childminder conducts thorough risk assessments and this results in her home being free from hazards. She ensures all household members over the age of 16 years have their suitability vetted through obtaining a Disclosure and Barring Service check. This helps to protect children. The childminder is very organised and has implemented a good range of policies and procedures, which she uses effectively to underpin her practice. She shares these with parents and, as a result, everyone is well informed of how she runs her childminding business.

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provision

The childminder has completed mandatory training in paediatric first aid, which ensures she can administer first-aid where necessary to protect children. The childminder has also completed various online training courses and keeps up to date with changes in the childcare sector through reading useful publications. She has identified further training that will support her teaching practice, however, she has not attended any training for some time and she has not yet fully implemented a targeted programme of continuous professional development to constantly improve her practice to a higher level. The training she has accessed in the past and her wealth of experience have a positive impact because the quality of teaching is good. The childminder is good at monitoring the educational programmes and children's progress. Consequently, she identifies where changes or intervention are needed in order to close any gaps in children's progress. The childminder

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provision

reflects on her practice well and identifies areas for improvement. She has made good progress since her last inspection, taking on board all recommendations for improvement.

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provision

The childminder works in close partnership with parents and carers for the benefit of the children she minds. She has also established close relationships with staff at the local pre- schools and school. This commitment to partnership working has a positive impact on children's care and learning. Parents praise the childminder highly in their testimonials. They say she includes them fully and they can see their children are making good progress. The childminder has high expectations of herself. Children benefit from her enthusiasm and make good progress in their overall development as a result.

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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 EY337569 Local authority Lincolnshire Inspection number 878181 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 10

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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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