Childminder in Lancashire

Inspection report for early years provision

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Unique reference number 503679 Inspection date 06/01/2011 Inspector Lesley Sharples

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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 assesses 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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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 has been registered since July 2001. She lives with her husband and their two sons age 14 and 17 years in Euxton near Chorley. It is close to open spaces, parks, schools, two libraries and various children's groups. The whole of the childminder's home is used for childminding apart from the main bedroom. There is an enclosed garden to the rear of the home.

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Description of the childminding

The childminder is registered on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Register. Registration is for a total of six children at any one time. Currently there are five children attending who are all within the Early Years Foundation Stage age range. The childminder also offers care for older children over five years. The childminder supports children for whom English is an additional language.

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Description of the childminding

The childminder is qualified to NVQ Level 3, gained in January 2009 and is a member of the National Childminding Association.

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The overall effectiveness of the early years provision

Overall the quality of the provision is outstanding.

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The overall effectiveness of the early years provision

The unique needs of children are truly valued and met in total by the childminder, within her inclusive environment. This successfully supports excellent progress in their learning and development. Children's safety and welfare are given high priority through fully effective procedures and stringent practices. The excellent partnership with parents is fostered by keeping each other informed through systems for shared information and partnerships with others are strengthening. The childminder gives amazing time and commitment to her work and clearly has high aspirations for continuous improvements which impact positively on the children in her care.

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further?

To further improve the high quality early years provision the registered person should consider:

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further?

 further develop partnership working with other settings delivering the Early Years Foundation Stage where children also attend, so that information is obtained from them to help in supporting children's progress This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Children are fully safeguarded in the care of the childminder. She is exceptionally clear and confident in her understanding of her roles and responsibilities. She ensures all those in the household requiring checks are done. Documentation is of an extremely high standard and is exceptionally well organised and superbly implemented in practice. Stringent risk assessments minimise hazards to children both on and off the premises and being transported. Daily checks constantly review this to maintain a totally safe environment.

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the early years provision

The thoughtful deployment of resources means that children enjoy free access to a vast range of stimulating activities. This supports their developing independence in decisions about what they want to do. A real strength of the childminder's practice is the improvements made since her last inspection in expanding resources to aid children's understanding and experiences of disabilities. She ensures children can play with small world figures, see positive images in books and on posters.

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the early years provision

Partnership with parents is exemplary because the childminder ensures a two-way flow of information to maintain excellent relationships to continue meeting the developing needs of their children. Full and consistent recording in daily diaries keep parents up to date about how their children spend their time. Their views are sought and valued via questionnaires and written testimonials capture the extent the childminder is appreciated for example, 'all the required qualities found in one person'. Partnership is extending to another setting where children attend and the childminder shares full information with the key person to aid a positive transition to preschool. Presently, information is not returned to the same extent to enable the childminder to complement what the children are doing within her setting.

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the early years provision

The childminder is totally committed to continuous improvement as she deeply cares about offering a high quality service to families. Reflective practice is undertaken using prompts from Ofsted's self-evaluation form in order to strive for excellence. The childminder has gained a qualification since her last inspection and uses this, alongside her experience, to implement wonderful practice which benefits children. She researches topics and identifies training needs to ensure children's all-round development needs are met.

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and outcomes for children

Children flourish within the care of the childminder. The learning environment is amazing and reflects the childminder's devotion to supporting children in making significant gains in their progress. Children are free to explore and investigate within this vibrant and highly stimulating setting. They fully benefit from the clear understanding the childminder has of the Early Years Foundation Stage and she uses these documents effectively to provide varied and imaginative experiences. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Observation, assessment and planning for next steps incorporate children's starting points and their individual interests. Planning is exceptional as the childminder weaves this information to design focussed activities which motivate and challenge learning. Children's individual learning journey's illustrate the wealth of learning opportunities children experience and how well they are making rapid progress. All

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and outcomes for children

areas of learning are promoted extremely well and the childminder monitors this by using colour coded dots in planning sheets and in her assessment formats. Next steps in children's learning are identified and this information guides future planning. However, the childminder ensures there is a beneficial balance of adult- led and child-initiated play which allows for spontaneity and plans are put aside.

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and outcomes for children

Children thoroughly enjoy their time, therefore enjoy their learning. The childminder uses every day experiences to promote mark-making, numeracy and creativity. They learn to calculate by measuring water or rice in jugs and know 'half full' and 'more and less than'. Social development is promoted by visiting groups and mixing with another childminder's children. They learn about living things by visiting botanical gardens and watching frogs lay eggs. The childminder always reinforces learning through related activities and stories and reference books. She uses specially bought resources to show the life-cycle of a frog to follow up what they have seen. Especially noted is the use of questioning to establish understanding and consolidate learning for example, 'what does it mean?' and 'how many are left?'. Illustrations and words are also used such as, three jugs with different amounts of liquid.

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and outcomes for children

Children with English as an additional language are fully supported and the childminder ensures other children are included so they benefit from learning simple words in French. Children are learning about the wider world in excellent ways. This is attributed to extraordinary planned activities to learn many aspects of a country and its culture and people. For example, children say 'Hello' in Chinese, wear hats and costumes, use Chinese dishes when trying foods, such as lychees and learn practically about bamboo because the childminder brings this into the house and provides toy panda bears. The children have also constructed the Great Wall of China, all of which demonstrates how much time and effort the childminder gives to her work.

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and outcomes for children

Children feel a strong sense of security and inclusion flows through every aspect of the provision. They feel safe and older children are able to manage responsibilities when practising the emergency evacuation procedures. For example, one child knows to get the attendance register. The childminder uses role play to promote children's understanding about keeping safe when travelling in a car, especially relating to keeping seat belts fastened. This was prompted by a parent. The welfare needs of children are fully addressed. They enjoy a healthy lifestyle, having plenty of fresh air and exercise, healthy foods and keep well hydrated. The childminder knows when they are tired, supports their developing independence in self-care skills and provides thoughtful individual belongings, which are colour coded and hygienically stored. Children's behaviour is exemplary and the childminder is an excellent role model, being kind and using manners with them.

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and outcomes for children

Their self-esteem is positively reinforced as they hear plenty of praise and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 encouragement. As a result, children thrive in this setting. 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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Early Years Foundation Stage

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 1 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 1 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 1

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Stage

The extent to which children achieve and enjoy their learning 1 The extent to which children feel safe 1 The extent to which children adopt healthy lifestyles 1 The extent to which children make a positive contribution 1 The extent to which children develop skills for the future 1

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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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