Childminder in Lancashire

Inspection report for early years provision

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Unique reference number EY267577 Inspection date 17/03/2011 Inspector Michele Villiers

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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 was registered in 2004. She lives with her husband, adult son and great nephew aged 10 years in Skelmersdale, Lancashire. The whole of the ground floor is used for childminding. The childminder is able to take and collect children from local schools and pre-schools.

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Description of the childminding

The childminder is registered to care for a maximum of four children under eight years at any one time, of whom no more than two may be in the early years age range. There is currently one child attending who is within the Early Years Foundation Stage. The childminder also offers care to children aged over five years. She is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register.

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The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

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The overall effectiveness of the early years provision

The children enjoy their time with the childminder and make steady progress in their learning and development. They play in a welcoming family home and make choices from the varied range of toys and resources make available in an inclusive environment. The childminder has started to introduce some systems to monitor the children's progress, and meets their individual needs through working closely with parents. The home is secure and suitable measures are in place to oversee the children's health and safety. The childminder demonstrates a commitment to continuous improvement and is beginning to use some self-evaluation systems to identify areas for improvement.

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further?

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

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further?

 build on the systems used for obtaining information about the children's abilities when they first start and use ongoing observational assessments to monitor their progress and plan challenging experiences  allow parents the opportunity to incorporate their comments into children's records  carry out regular evacuation drills and record any problems encountered and how they were resolved  use self-evaluation to identify areas for improvement and as the basis of ongoing review, involving parents and carers in the process.

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the early years provision

The childminder has a suitable understanding of safeguarding and child protection issues. She has relevant documentation to follow in the event of concerns, and has This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 a written policy statement to share with parents. The home is secure and regular risk assessments are conducted to help keep children safe. There is a procedure to follow in the event of a fire or emergency. However, the childminder has not yet practised the emergency evacuation with younger children to further ensure their safety.

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the early years provision

The childminder endeavours to improve upon her skills and has attended some training workshops in order to implement new initiatives. Since the last inspection she has met the recommendations set, demonstrating a commitment to continuous improvement. She has introduced risk assessments, made safe any hazards, increased her knowledge of safeguarding, implemented the Early Years Foundation Stage, and introduced more toys reflecting diversity. She generally organises her paperwork effectively. Sufficient toys and resources are suitably deployed attributing to an inclusive environment that supports children's learning and development.

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the early years provision

Positive relationships have been established with parents. Information is shared through daily discussion, written contracts, and displayed documentation. However, opportunity is not provided for parents to add their comments into children's development records. The childminder evaluates her provision through observation of the children and discussion with parents. However, she has not yet fully embedded a self-evaluation process, in order to use as a basis of on-going review.

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and outcomes for children

The children eagerly participate in activities and form close relationships with the childminder. They develop a good sense of belonging, confidently exploring their environment and freely making choices from the toys provided. The childminder supports children well as they play. She encourages them to match shapes, to count, find colours, and communicate through language, fostering their key skills for the future. Planned and themed activities help children develop in all areas of learning. For example, they enjoy painting and making collage pictures, exploring their senses as they use different textured materials. They have regular trips to the local park and safari park, learning about animals and wildlife.

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and outcomes for children

The daily routine is very much organised around the children's needs, with a good balance of play opportunities. The childminder has started to monitor the children's progress through observation and the use of photographs, but this is in the early stages. There is no clear evidence of the children's starting points, with identified next steps and future planning of challenging activities. However, through discussion the childminder demonstrates an understanding of the children's abilities. Consequently, with good interactive support and interesting activities the children make steady progress.

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and outcomes for children

The childminder enthusiastically promotes the children's communication and literacy skills. She talks and listens to children, and toddlers copy and imitate words and sounds. They look at pictures and mimic the sounds different animals This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 may make. The children concentrate well to complete tasks, such as construction and puzzles, and happily initiate interaction with adults. They learn about number, counting how many colourful balls roll down the slide. Written numerals are displayed throughout, on posters, puzzles and board games, and a clock is used to help children learn about time. Young children excitedly explore their senses using programmable toys, pressing different buttons for visual and sound effects.

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and outcomes for children

They learn about the world in which they live. During walks to the park they become aware of the changing seasons, growth and wildlife. They learn about different cultures and access some resources reflecting positive images of race, gender and disability. Children use their imagination, playing with dolls and cuddly toys. Their health is satisfactorily promoted. They sleep or rest in accordance with their individual needs, and access fresh air and exercise when walking or playing in the park. Meals and snacks are suitably balanced and nutritious, with fresh fruit offered daily. The children learn about safety during play, and on outings they become aware of the importance of holding hands and how to safely cross roads. 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 3 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 3 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 3

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Stage

The extent to which children achieve and enjoy their learning 3 The extent to which children feel safe 3 The extent to which children adopt healthy lifestyles 3 The extent to which children make a positive contribution 3 The extent to which children develop skills for the future 3

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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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