Campbell, Lesley

Inspection date

Previous inspection date 25 March 2015 18 March 2009

p.1

This inspection: Good 2

Previous inspection: Good 2 How well the early years provision meets the needs of the range of children who attend Good 2

p.1

This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

p.1

This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

p.1

This inspection: Good 2

The setting meets legal requirements for early years settings

p.1

This provision is good

 The childminder provides a broad range of activities and resources that stimulate and meet children's individual learning needs well. Children benefit from experiences that are challenging and fun. As a result, they are motivated to learn and their self- confidence is promoted.  Children form warm and secure attachments to the childminder. They are happy and content in the setting because the childminder is caring and nurturing. Children are encouraged to try new things because the childminder is enthusiastic and playful in her approach.  The childminder understands how children learn. She conducts regular observations and accurately assesses children's progress. The childminder uses this information to plan for the next steps in children's learning. As a result, children make good progress across the educational programmes, in relation to their starting points and capabilities.  The childminder uses information from parents to understand children's individual care

p.1

This provision is good

needs. She maintains familiar routines, which helps children to feel reassured.  The childminder is an effective role model. She explains boundaries and her expectations of children's behaviour. Consequently, young children are beginning to learn how to regulate their behaviour.

p.1

It is not yet outstanding because:

 The childminder does not regularly monitor the accurate assessments of children's progress. Consequently, any emerging gaps in development are not swiftly identified in order to enable children to make the best possible progress.  The childminder does not obtain parents' views when evaluating the setting, in order to ensure that any improvements reflect the needs of those who use her service.

p.1

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

 monitor children's progress more regularly, so that any emerging gaps in development are swiftly identified to enable children to make the best possible progress.  provide more opportunities for parents to share their views of the setting and use this information to raise children's attainment to the highest level.

p.2

Inspection activities

 The inspector spoke with the childminder and interacted with children at various times throughout the inspection.  The inspector conducted a joint observation with the childminder.  The inspector observed activities in the main play area.  The inspector checked the evidence of the suitability of all household members, the childminder's qualifications, and discussed the childminder's self-evaluation.  The inspector discussed safeguarding and child protection issues with the childminder.  The inspector discussed the childminder's observations, assessments, planning and monitoring.

p.2

who attend. This is good

The well-qualified childminder understands how children learn. She helps them to develop the skills and attitudes they need for when they begin school. For example, young children's communication skills are promoted when the childminder talks to them during everyday tasks. Children's literacy skills are emerging as they make marks using felt- tipped pens and investigate the low-level books and toys. They enjoy craft activities, such as making Easter cards for their families. The childminder allows them to make their own decisions and try out ideas. For example, young children join pen lids together and stack building blocks. Parents have opportunities to share information about their child through discussions and a daily diary. The childminder keeps parents informed about their child's progress and achievements. As a result of the quality teaching, children make good progress.

p.3

good

The childminder provides a welcoming and homely environment where children confidently explore. She praises children's good behaviour. As a result, children are motivated, self- assured and happy. The childminder teaches children how to keep themselves and others safe, such as reminding them not to throw toys. She maintains familiar healthcare practices, which children seem to enjoy. For example, young children giggle as the childminder teaches them to wash their hands. Children benefit from stimulating physical activity during visits to the local park and when they play outside on ride-on-toys. They learn about healthy foods as they grow fruit and vegetables. The childminder reassures and comforts young children with cuddles, as they explore their surroundings. Children learn to feed themselves as the childminder helps them to become independent. As a result, children are emotionally ready for the move to school, when the time comes.

p.3

provision is good

All children are progressing well with their learning and any gaps are closing because the childminder targets children's specific needs, once she has identified them. However, the childminder has not developed a system where she regularly and consistently monitors children's progress. As a result, any gaps in children's learning are not always swiftly identified or responded to. This means that children do not always make the best possible improvement in their learning. The childminder has a comprehensive understanding of her responsibilities in meeting the safeguarding requirements. She identifies and minimises potential risks to children through effective risk-assessment procedures. As a result, children are kept safe at all times. They benefit from up-to-date knowledge because the childminder ensures that she completes all mandatory training. She takes into account what children like about her service and engages in discussions with other early years

p.3

provision is good

professionals. However, the childminder is yet to develop procedures to help parents regularly contribute to her already good self-evaluation. This means that children do not always benefit from their parents' views of how to enrich their learning experiences.

p.3

Setting details

Unique reference number EY253874 Local authority North Lincolnshire Inspection number 855940 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 3

p.4

Name of provider

Date of previous inspection 18 March 2009

p.4

Telephone number

The childminder was registered in 2003 and lives in Brigg. She operates all year round from 8am to 6pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds a relevant qualification at level 3.

p.4

Telephone number

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.4

Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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, safeguarding and child protection.

p.4

Telephone number

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.5

Telephone number

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

p.5