Childminder in LancashireOfsted inspection, 18 May 2010

Inspection report for early years provision

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Unique reference number 308309 Inspection date 18/05/2010 Inspector Lisa Patterson

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Type of setting Childminder to 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 rates council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, 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.

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Royal Exchange Buildings St Ann's Square Manchester M2 7LA

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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Introduction

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the registered early years provision. ‘Early years provision’ refers to provision regulated by Ofsted for children from birth to 31 August following their fifth birthday (the early years age group). The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and welfare, known as the Early Years Foundation Stage.

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Introduction

The provider must provide a copy of this report to all parents with children at the setting where reasonably practicable. The provider must provide a copy of the report to any other person who asks for one, but may charge a fee for this service (The Childcare (Inspection) Regulations 2008 regulations 9 and 10).

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Introduction

The setting also makes provision for children older than the early years age group which is registered on the voluntary and/or compulsory part(s) of the Childcare Register. This report does not include an evaluation of that provision, but a comment about compliance with the requirements of the Childcare Register is included in Annex B.

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Introduction

Please see our website for more information about each childcare provider. We publish inspection reports, conditions of registration and details of complaints we receive where we or the provider take action to meet the requirements of registration. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Description of the childminding

The childminder was registered in 1970. She lives with her husband, also a childminder, in Fulwood, Preston, close to shops, parks and local schools. Minded children have access to the whole of the ground floor, including the front lounge, back room and conservatory, and the kitchen. Bathroom facilities are available on the first floor, and the upper section of the garden is registered for outdoor play.

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Description of the childminding

The childminder is registered to care for a maximum of six children under eight years at any one time, no more than three of which may be in the early years age range. She is currently minding five children in this age group. She also offers care to children aged over five years and is registered by Ofsted on the Early Years Register and the compulsory and voluntary parts of the Childcare Register.

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Description of the childminding

The childminder holds a National Vocational Qualification at level 3 in early years. She is a member of the Preston Childminder Network and currently receives early education funding for three and four-year-olds.

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The overall effectiveness of the early years provision

Overall the quality of the provision is good.

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The overall effectiveness of the early years provision

The childminder has a secure knowledge of the uniqueness of each child and uses this knowledge to plan exciting and individualised learning experiences. They make good progress towards the early learning goals because the childminder has in place effective systems for monitoring development. She works extremely effectively with other agencies and those providing the Early Years Foundation Stage, and parents enjoy good relationships. Children's welfare is a priority, however, some documentation is not fully completed. The childminder is committed to further development and uses various strategies and sources for evaluating and further developing her current practice.

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further?

To fully meet the specific requirements of the EYFS, the registered person must:

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further?

 obtain prior written permission for each and every medicine from parents before medication is given (Safeguarding and promoting children's welfare) 19/05/2010

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further?

 ensure risk assessments include the date and by whom they were carried out. (Suitable premises, environment and equipment) 19/05/2010

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further?

To further improve the early years provision the registered person should:

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further?

 develop the indoor and outdoor environments to be rich in signs, symbols, This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 letters and numbers, and provide more access to equipment supporting development in information and communication technology.

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the early years provision

Children are effectively safeguarded because the childminder has a secure understanding of the indicators of abuse. There is a comprehensive policy document containing relevant contact details in place for reference. Risk assessments are carried out on a regular basis and cover everything with which a child may come into contact and all trips away from the premises. These are, however, not dated and do not include the name of the person carrying them out. The childminder admits nobody during the hours of childminding, for example, the gas man, and this maintains children's safety. All required documentation is in place and very well organised to allow ease of access. Key information about the individual needs of the children is well understood by the childminder and implemented into daily practice to maintain their good health. Parents do not always sign the written permission for administering medication, which is a

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the early years provision

The childminder reflects regularly on her practice and makes good use of the childminder network to evaluate and monitor the effectiveness of her setting. She has in place a formal evaluation system which is completed with her co- childminder and identifies key issues for development. She attends a wealth of training and uses this to improve outcomes for children in her care.

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the early years provision

There is an extensive range of resources available to children, which are supplemented through using the toy library to bring topics and children's interests to life. The childminder ensures resources are easily accessible to the children so that they can access them independently. There is a good balance of adult- directed and child-led activities, and the childminders work extremely well together to ensure children receive attention appropriate to their individual needs. The indoor learning environment contains some language and numbers, though many of the storage boxes are not labelled, and there is limited language, signs and symbols in the outdoor area.

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the early years provision

Parents enjoy good partnerships with the childminder. Information is shared on a regular basis and is used to ensure activities and care needs are appropriate to their child's individual requirements. Parents comment on how supportive the childminder is, for example, with children with specific dietary needs. 'Learning Journey' files are shared on a regular basis and parents are free to make comments. Weekend diaries are used well to ensure children's experiences at home can be woven into the daily activities. This ensures children are valued. The childminder works extremely well with other settings providing the Early Years Foundation Stage and other agencies who may be involved with the child. She uses her knowledge of the SEN Code of Practice to support children identified with special educational needs. This means that all children are included. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children are thoroughly engrossed in exciting activities from the moment they arrive. They water the plants, check the tadpoles are growing, are creative using giant boxes and packing materials, and plant their own carrots. They talk excitedly about the caterpillars they are looking after and know that they will turn into butterflies. The outdoor area is well used and children flow freely from inside. Resources from inside the house are taken outside and used on the patio area. There is lots of verbal language developed through discussions about the shape and size of the carrot seeds and the texture of the soil. They solve problems in the play house, finding out if all the chairs will fit in for them all to be able to sit down. They count as they throw and catch the ball. They learn to look after the world through talking about the plants and where they normally buy carrots. There is a wealth of resources portraying positive images of diversity and children show

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and outcomes for children

respect for one another, sharing the toys and talking about their friends. There are limited resources available for children to develop their skills in information and communication technology, and this means that this area of learning is not as well developed as others. They are physically active on a daily basis and benefit from lots of fresh air and exercise, either at the childminder's home or when out and about on various trips, including parks, indoor play spaces and into the local community. They are very creative, making castles with reclaimed materials, pretending that a box is many different things and pretending that packing material is a snake. They paint and make pictures and enjoy singing times.

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and outcomes for children

Tracking systems are in place and used effectively to identify children's individual learning requirements. They show that every area of learning is covered through different play activities and that children are making good progress towards the early learning goals. Planned activities take into account the individual needs of the children and often children extend activities, for example, by making tubes into binoculars. This activity led to a topic about magnifying and bug hunts.

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and outcomes for children

Children feel safe and the childminder offers lots of reassurance to them when a stranger arrives. She explains that it is OK to talk to the inspector because she has invited her into the house and has checked her badge. They learn to stay healthy through eating a range of healthy and nutritious snacks and meals, many of which are home made. They are regularly reminded to take on drinks, which are readily available to them. They talk about washing away the bugs and germs when they wash their hands after being outside and prior to meals. This means they are developing an understanding about hygiene issues. The children are extremely well-behaved and share toys willingly. They sit together on the see-saw, working together to make it work. They wait in turn for the slide and the childminder makes sure they have their own resources for planned activities. This means they are learning about the moral codes of society.

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and outcomes for children

This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex A: record of inspection judgements

The key inspection judgements and what they mean

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Annex A: record of inspection judgements

Grade 1 is Outstanding: this aspect of the provision is of exceptionally high quality Grade 2 is Good: this aspect of the provision is strong Grade 3 is Satisfactory: this aspect of the provision is sound Grade 4 is Inadequate: this aspect of the provision is not good enough

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children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

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and managed?

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 2 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 3 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 1 The effectiveness of the setting’s engagement with parents and carers

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Stage

The quality of the provision in the Early Years Foundation Stage 2

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Stage

The extent to which children achieve and enjoy their learning 2 The extent to which children feel safe 2 The extent to which children adopt healthy lifestyles 2 The extent to which children make a positive contribution 2 The extent to which children develop skills for the future 2

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Stage

procedures set out in the guidance available from Ofsted’s website: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

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Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

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