Childminder in Lincolnshire

Inspection date

Previous inspection date 3 July 2015 11 December 2009

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Previous inspection: Good 2 How well the early years provision meets the needs of the range of children who attend Requires improvement The contribution of the early years provision to the well-being of children Good 2

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The effectiveness of the leadership and management of the early years provision Requires improvement The setting does not meet legal requirements for early years settings

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This provision requires improvement. It is not yet good because:

 Parents do not routinely share their observations of children's learning at home. Furthermore, partnerships between the childminder and other settings that children attend are not fully established. Consequently, children do not benefit from continuity of learning experiences at home and in all provisions that they attend.  The childminder does not monitor or evaluate the practice of her assistants. This means that any weaknesses are not identified or tackled to improve the quality and consistency of teaching.  Children's communication and language skills are not always supported effectively. Questioning techniques do not encourage children to think and answer for themselves. As a result, some children are not gaining confidence in speaking.

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It has the following strengths

 The childminder has attended safeguarding training and has shared this knowledge with her assistants. As a result, all those working with the children are clear of their duty to protect them. They are knowledgeable about possible signs of abuse and know the procedures to follow if they have a concern.  Children are learning independence skills needed for the next stage in their learning. They follow instructions to manage their own self-care and help to tidy away their toys before they move on to the next activity.  The childminder and her assistants are very caring and attentive to the needs of children. Consequently, children's personal, social and emotional development is nurtured well.  The childminder plans a range of age-appropriate activities to help children learn through play.

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What the setting needs to do to improve further

To meet the requirements of the Early Years Foundation Stage the provider must:

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What the setting needs to do to improve further

 develop links with other settings that children attend by sharing information about their development and work together to help them reach the next stage in their learning more quickly  monitor the performance of staff and identify any weaknesses in teaching, in order to provide effective support and coaching to improve their skills and ensure consistent quality learning experiences for children.

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What the setting needs to do to improve further

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

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What the setting needs to do to improve further

 enhance children's learning by obtaining information from all parents about their children's achievements at home, including prior learning and development for those who are new to the setting  extend children's vocabulary and confidence in speaking by posing questions, which prompt them to think and offer several possible responses and by giving them time to respond.

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Inspection activities

 The inspector toured the areas of the home used for childminding.  The inspector took account of the views of parents spoken to at the start of the inspection and reviewed parent questionnaires.  The inspector observed practice and interactions between adults and children during play activities.  The inspector checked evidence of the suitability of all those working with children and checked the childminder's qualification.  The inspector looked at a range of documentation, including policies and procedures, and records of children's development and learning.  The inspector spoke to the childminder, her assistant and children at appropriate times during the inspection.

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who attend. This requires improvement

The quality of teaching is variable. Some adults tend to ask questions which require one- word answers. Also, children are not always given time to consider their own answers to questions and respond when they are ready. This means that opportunities for children to think and extend their vocabulary are not fully maximised. The childminder uses her observations to make an initial assessment of children who are new to her setting. However, she does not seek information from parents about what their children already know and can do when they first start. Nevertheless, the childminder uses observations effectively to consider what children need to do next and she discusses this with her assistants. Together, they support children to achieve and learn through play. For example, the childminder provides different shaped containers for children to think about size and volume as they post objects in and out. Children enjoy exploring their senses

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who attend. This requires improvement

during cooking activities. The childminder encourages them to think about taste, smell and touch as they handle raw jelly.

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good

Young children demonstrate strong attachments to the childminder and her assistant. They enjoy cuddles, seek out reassurance when needed and they play contentedly in the childminder's home. All adults have been trained in paediatric first aid and children are kept safe as the childminder considers hazards in her home. For example, the family dog has restricted access of the home during childminding hours, so that young children can toddle and learn to walk safely. Children wash their hands at appropriate times during the day and enjoy opportunities to be outdoors and physically active in the garden. They wear sunhats and are encouraged to drink regularly on hot days to keep hydrated.

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provision requires improvement

The childminder monitors children's progress and records information about their stage of development through learning journals. However, partnerships with others are not fully effective. Systems for gathering information about children's learning and development in the home and in other settings are not established. Where children also attend a local pre- school, the childminder does not share her own assessments with them or find out about how they are planning to support children's progress. Similarly, parents are not regularly encouraged to share details of children's learning at home. Therefore, there are missed opportunities to build on children's interests and promote their learning further through a shared approach. The childminder belongs to a local childminding group where she is able to reflect and share good practice. She uses these opportunities to keep up to date with any changes. The childminder has gained a childcare qualification at level 3. As a result,

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provision requires improvement

she has a sound knowledge of child development and understands how children learn through play. However, the childminder does not evaluate the performance of others working with her or identify any weaknesses in their practice. Consequently, her assistants do not benefit from any support or coaching to improve their teaching skills.

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Setting details

Unique reference number EY336925 Local authority Lincolnshire Inspection number 996651 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 10

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Name of provider

Date of previous inspection 11 December 2009

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Telephone number

The childminder was registered in 2006 and lives in Grantham, Lincolnshire. She operates all year round from 7am to 6.30pm, Monday to Friday, except bank holidays and family holidays. The childminder has a childcare qualification at level 3 and she works with two assistants.

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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.

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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.

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Telephone number

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Telephone number

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

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