Childminder in Lancashire

Inspection report for early years provision

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Unique reference number 308950 Inspection date 18/01/2011 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 March 2000. She lives with her husband and four of their five children aged 12, 14, 19 and 24 years. The family home is in Skelmersdale and close to open spaces, schools, library and three Children's Centres. The whole of the ground floor is used, comprising of the lounge, playroom, office, conservatory, dining room, kitchen and toilet facilities. There is an enclosed garden to the rear of the home with both hard and grassed surfaces. The family have five dogs, mostly kept separate when minded children are present, as well as two rabbits and a guinea pig.

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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, two of whom can be under one year. The childminder works with her daughter, also a registered childminder and together they can look after eight children. Currently there are seventeen children on roll of whom nine are within the early years age range. The childminder also offers care for older children over five years of age and supports children who have special educational needs/disabilities.

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Description of the childminding

The childminder is qualified to NVQ Level 3 in Early Years and Education. She is a member of the West Lancashire Childminder Network and is an accredited childminder, receiving early education funding. The childminder is also a community and support childminder. Membership of the National Childminding Association is retained.

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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

Children's unique needs are valued and fully supported by the childminder, who successfully promotes their learning and development. Their safety and welfare are given high priority, underpinned by thorough documentation and stringent risk assessments. The childminder works hard to foster excellent partnerships, ensuring a shared approach to maximise children's progress and meet their all-round needs. Reflective practice, continuous improvements and future targets, all have a positive impact on children.

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further?

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

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further?

 further develop systems so that planning is fully influenced by the next steps identified from observing and assessing individual children's learning and development. 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 as the childminder is totally clear in her understanding of her role and responsibilities should there be any child protection concerns. Training is recent so that knowledge and procedures are refreshed and all adults in the household are cleared. Documentation within records and policies and procedures are extremely well-organised for the safe and efficient management of the childminder's practice. It is the attention to detail and additional reference materials which reflect the childminder's commitment to the children's well-being. Stringent risk assessments are carried out as required, for on and off the premises and for transporting children. This means that hazards are recognised and minimised and demonstrates the childminder's keen attention to children's safety.

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the early years provision

The learning environment fully promotes children's learning and development. The thoughtful deployment of resources maximises opportunities as they are safely stored, yet fully accessible to children. This encourages choice and developing independence. All resources and equipment are of high quality, which supports sustainability. For example, a spider on wheels has been in use for over 20 years. Children play with resources which reflect diversity and these include small world figures with disabilities, so they learn about differences as part of every day play. The childminder is committed to providing an inclusive environment and to continuous improvement. Numerous courses, workshops and conferences are regularly attended to continually update knowledge. Reflective practice identifies ambition to improve aspects of practice and the environment, such as, a cover in the outdoor play area.

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the early years provision

Partnership with parents and others is exceptional. Parent's views are sought in self-designed questionnaires and compliments sheets. These reflect their complete satisfaction and appreciation of how much their children enjoy coming and what they do. The childminder ensures methods of communication meet requirements, for instance, using text messages and ensuring a daily verbal exchange. Parents have a wealth of information available to them within their child's file, such as, the Early Years Foundation Stage, policies and procedures, signed consents, and their child's progress.

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the early years provision

Partnerships with others are excellent as the childminder supports those children with special educational needs/disabilities by working closely with other professionals, some of whom come to see the children at her home. Partnerships with other settings which children attend and who also deliver the Early Years Foundation Stage, are evolving very well. The childminder is a governor with Early Years responsibility and advises on this. 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 making good progress in their learning and development. They benefit from a learning environment which captures their interests and engages thinking. For example, children are enjoying activities centred on animals; they play with a farm, listen to stories, use finger puppets to show they know what the animals are and recognise an animal by touch in a 'feely' bag. Their learning experience is widened by visiting animals in the Botanical Gardens and attending a wildlife centre for birds.

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and outcomes for children

Children also get to know their local areas by attending groups, the library and walking to the park. This further promotes their social and physical development. They learn about the wider world through planned activities, such as, Australia Day when they have barbequed bush tucker and learn about animals that live there. Role play with many kinds of different cultural outfits and cooking utensils further assists children in their understanding of differences.

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and outcomes for children

Early technology is encouraged through resources which move and turn and make animal sounds. Very young children are fascinated and spend time discovering these. Creativity is fully promoted in a variety of ways, such as, using a paint tray and ball to design patterns and mark-making in the sand. Children love books and gleefully point to pictures. The childminder makes up story sacks which are linked to a theme and therefore reinforce learning.

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and outcomes for children

Children's progress is clearly evidenced within their learning journey files. These reflect the knowledge and experience of the childminder and her understanding of how children learn. She uses good questioning techniques, for example, 'How many cows can you find?'. Observation, assessment and the identification of next steps to learning are very well recorded. However, planning is too general and does not include the particular activities and resources which will further an individual child's learning. The lovely use of photographs to illustrate what children are doing complements the records of achievements and provides interesting reading for parents.

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and outcomes for children

Children's welfare needs are fully met. They are learning healthy lifestyles as the childminder is vigilant in maintaining hygiene and preventing cross-infection. Children have individual items for their use when developing self-care skills; they recognise their own logo on towels and flannels and ably manage to wash their hands before eating. Plenty of healthy foods are offered and they are kept well- hydrated as they have plenty of water to drink. Children feel safe as they enjoy close and nurturing relationships with both the childminder and her co-childminder. All children receive encouragement and an abundance of praise, which boosts their self-esteem and develops confidence. 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 2 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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