Lloyd, Catharine Ann

Inspection date

Previous inspection date 05/01/2015 06/10/2008

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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 attends child protection training to ensure she maintains secure knowledge and understanding of her role and responsibility to protect children. As a result, children are effectively safeguarded.  The childminder creates a warm and welcoming atmosphere for all children. As a result, children are very happy and form warm and secure emotional attachments with her.  Good ways in which communication is maintained helps parents keep up to date with their child's progress and how their children's overall needs are met.  Children make good progress in their learning and development given their starting points. This is because the childminder quickly recognises where children require support and provides challenging activities to help them reach their next steps in learning.

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It is not yet outstanding because

 Younger children have fewer natural resources and everyday objects, which are interesting and challenging, to stimulate their curiosity and different senses.  On occasions, older and more able children are not challenged in their mathematical skills because the childminder misses some learning opportunities to promote this aspect of learning during art and craft activities.

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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 spoke with the childminder and interacted with children at appropriate times throughout the inspection.  The inspector completed a joint observation with the childminder.

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Inspection activities

 The inspector looked at children's assessment records and a range of other documentation.

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Inspection activities

 The inspector checked evidence of the suitability of all adults working with the children, household members, and the childminder's qualifications and self- evaluation.  The inspector took into account the views of parents and carers.

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Information about the setting

The childminder was registered in 2004 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and one adult child in a house in Sutton in Ashfield, Nottinghamshire. The whole of the ground floor and the enclosed rear garden are used for childminding. The childminder attends a toddler group and visits the shops and park on a regular basis. She collects children from the local schools. There are currently eight children on roll, five of whom are in the early years age group. Children attend for a variety of sessions. The childminder operates all year round, from 7.30am to 6pm, Monday to Friday, except for public bank holidays and family holidays. 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:

 increase the range of natural resources and everyday objects to stimulate children's curiosity and different senses

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

 provide more challenging opportunities for more able and older children to maximise their mathematical skills, for example, during art and craft activities.

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who attend

The childminder successfully tracks children's development by undertaking secure observations, which are used to inform the planning of play activities that promote children's learning. She quickly recognises where children require support and, subsequently, provides challenging activities to help them reach their next steps in learning effectively given their starting points. The childminder has a good understanding of how children learn through play and, subsequently, implements effective teaching skills in practice. As a result, children make good progress in their learning and development. Parents contribute to the initial assessment of their children's starting points on entry and share information about their child's individual needs, stage of development, likes and dislikes. The childminder understands the importance of gathering such information from parents about their child, and uses this as a starting point to build upon their interests and

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who attend

Each child has their own development file, which contains photographs of activities and experiences they have been involved in and links to the seven areas of learning. The childminder has a clear understanding of identifying how and when she will support children in the next steps in their learning. She shares the development file with parents, which enables them to have a clearer picture of how their child is progressing. The childminder sensitively talks with parents about further ideas to support their child's learning at home. For example, ideas to help babies reach out and show curiosity with toys are sensitively suggested to enhance their physical skills. Children are gaining a good range of skills to ensure children's readiness for school when the time comes. For example, children learn to recognise their own name because the childminder makes name cards for children to place their coats on. This also helps children to take

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who attend

responsibility for their belongings and enhance their own independence skills. The childminder understands the importance of sharing relevant information with other professionals involved in children's care and learning, in order to ensure that all children are supported effectively. She also ensures that parents are kept updated and information is exchanged effectively between all parties regarding their child's learning, development and overall needs.

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who attend

Children are offered a good balance of play activities because the childminder ensures their interests and learning are promoted effectively. For example, to help children settle after the Christmas holiday period, she ensures that they are provided with art and craft activities, which is a particular favourite. The childminder organises this well and children eagerly engage with the activity. They make marks on paper using pens and glue sticks and use sweet wrappers to form patterns on the paper. Children also attempt to use scissors to cut up Christmas cards, which they do with confidence. The childminder includes all children and asks some open questions and uses modelling thinking to entice children even more in engaging with the activity. However, on occasions, older and more able children are not challenged in their mathematical skills. This is because the childminder misses some learning opportunities during the activity, such as talking in more

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who attend

detail about the shapes and colours of the sweet wrappers and objects on the Christmas cards. The childminder praises children's achievements raising their self-esteem effectively. This encourages children to remain at the activity for a good length of time. They show particular interest in using scissors and are enthusiastic to keep having a go. Babies explore well on their own, whilst being closely supervised by the childminder. They press buttons to make lights flash and sounds play. The childminder sits on the floor engaging with the babies very well. She uses good eye contact and facial expressions to enhance babies' communication skills. The childminder introduces ring stacker toys, placing the rings together, and the babies attempt to copy, which enhances their hand-to- eye coordination. Babies enjoy banging objects together, such as bricks as they gurgle and smile with enjoyment.

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

The childminder's good quality of teaching supports and promotes children's emotional well-being and overall development. She creates a warm and welcoming atmosphere for all children. As a result, children are very happy and form warm and secure emotional attachments with her. Children's behaviour is good because the childminder understands the importance of praising positive behaviour and being a good role model. Messages delivered are consistent, which supports children to feel secure and know what is expected of them. The childminder sensitively provides activities to help children settle and move on to the next stage in their learning, such as to school. Furthermore, she actively involves parents from the start and uses effective means of keeping parents up to date about their child's individual and overall needs.

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

Children's health and safety are promoted well. The childminder implements effective teaching skills to help children about keeping safe and healthy. For example, children sing a song while they wash their hands before they have their meals. This is a positive way of introducing an element of fun into their learning about promoting their health and stopping germs from spreading. Babies learn that by being strapped in their high chair this keeps them safe. This is because the childminder talks to them about being safe while she carefully places them in the high chair for their meals. Varied, healthy, light snacks and meals, which meet children's specific dietary requirements, are discussed and agreed with parents. Furthermore, the childminder respects children's individual dietary needs and tracks the ingredients of the food offered. She shares this information, which enables parents to be aware of what their child has eaten should a child have a reaction to a new

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

Toys and activities are attractively presented, which encourages older children to explore by themselves as well as feeling comfortable playing with their friends. However, younger children have fewer natural resources and everyday objects, which are interesting and challenging, to stimulate their curiosity and different senses. As a result, they are less able to maximise their own way of exploring and investigating independently. The childminder uses her home well to meet the varying range of needs of all children in her care. For example, babies who need a sleep are offered a quieter area of the home, which is also visible for the childminder to check on their safety while they sleep. Children regularly spend time outside enjoying the fresh air while exercising. They are able to spend time safely outdoors in most weathers due to the safety surface the childminder has in place in the secure garden. Children also spend time at the park trying more challenging

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

apparatus, and also walk and from school.

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provision

The childminder regularly attends child protection training to ensure she maintains secure knowledge and understanding of her role and responsibility to protect children. She is confident and knowledgeable about what to do should she have any concerns regarding a child in her care. A robust range of clearly written information is in place, which underpins effective procedures as a way for the childminder to protect children. The childminder ensures that Disclosure and Barring Service checks for all relevant individuals have been successfully completed. The childminder completes visual checks before children arrive in her care to ensure all areas where children play are safe and secure. Children are supervised effectively at all times. Records are accurately maintained, are held securely and are shared in a confidential way. For example, children's attendance records are maintained effectively. This ensures that ratios are met and this means that the

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provision

childminder is then able to meet all children's individual needs. The childminder ensures that parents are familiar with all policies and procedures because she shares the written policy file with them, as well as engaging in conversation about the procedures. Overall, the childminder has a secure understanding of data protection and when and how to share information safely.

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provision

Good ways in which communication is maintained helps parents keep up to date with their child's progress and how their overall needs are met. The childminder understands the importance of having effective partnerships with parents and other professionals involved with the child, such as teachers. Children receive focused support to enhance their all- round development and welfare needs. Parents of new children starting are offered sensitive support. They are also offered a good range of information about how their children will be looked after while the childminder offers flexible settling-in times and sessions. Furthermore, the childminder works flexibly with parents to assist in the smooth move from home to pre-school, and then on to school. Regular conversations are held to share current and necessary information about the child, which keep all those involved informed of the child's overall needs. A range of useful information is displayed around the

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provision

home, which helps parents understand the service offered and the legal requirements the childminder successfully adheres to.

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provision

The childminder regularly reflects on the service she provides to ensure the outcomes for children continue to improve. She regularly talks with parents about ideas to make improvements and shares best practice with other childminders. The childminder completes regular training, and this benefits the children. For example, the childminder has attended training about attachment. She effectively implements the knowledge she has gained to help children settle and feel secure while in her care. Recommendations made at the last inspection have been addressed well. For example, educational programmes are monitored effectively by the childminder. She values the observations of how children play, which she uses as a way to monitor children's progress. This promotes their learning. As a result, children benefit well from their time in the care of the childminder.

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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 EY294736 Local authority Nottinghamshire Inspection number 861520 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

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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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