Childminder in Lancashire

Inspection report for early years provision

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Unique reference number 307602 Inspection date 27/04/2011 Inspector Sue Birkenhead

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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 1993. She lives with her husband, four adult children and two children aged 13 and 10. The family live in the Cottam area of Preston close to local facilities, schools and transport links. The whole of the ground floor is used for childminding purposes and there is a fully enclosed garden available for outside play.

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Description of the childminding

This provision is registered by Ofsted on the Early Years Register and on both parts of the Childcare Register. The childminder is registered to care for a maximum of three children under the age of eight years at any one time of whom three may be in the early years age group. She is currently minding six children all of whom are within the early years and group. All children are cared for on a part-time basis. The childminder 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 good.

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The overall effectiveness of the early years provision

Children are cared for in a very welcoming and stimulating learning environment, where they develop positive relationships. Consequently, they are happy, secure and their interest in learning is clearly sustained. The childminder is passionate in her approach and develops a good understanding of the Early Years Foundation Stage requirements. Therefore, children make good progress in their learning and their individual needs are consistently met. The positive relationships she develops with parents and other settings children attend promote a consistent approach to their care and learning. The childminder demonstrates a positive commitment to continuous improvement and recognises the importance of self-evaluation which is developing well.

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further?

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

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further?

 further develop the approach to extending children's understanding of English when English is their second language  improve procedures for sharing information with parents to enable them to regularly contribute to their child's learning and development record  improve systems for linking the children's next steps in learning with the planning of activities to further monitor the good progress they make.

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the early years provision

The childminder has a clear understanding of the signs of abuse and the procedures for reporting concerns. She regularly attends safeguarding training to update her knowledge and provides parents with a copy of her written policy. The This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 childminder's vigilant approach to safety means that risks to children are effectively minimised. She uses necessary safety equipment, records visitors to the setting and completes comprehensive risk assessments of her home as well as outings. In addition, the recommendations following the last inspection have been addressed to improve children's safety. Consequently, children are clearly safeguarded. The childminder organises her records extremely well. As result, confidentiality is respected and information is consistently documented. She demonstrates a positive commitment to the continuous development of her service by embracing a

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the early years provision

good level of additional training. Procedures for reflective practice are developing well. She obtains parent's views through the questionnaires she issues and begins to complete the self-evaluation form to highlight her practices and some plans for the future. Comments parents make are complimentary to the childminder's care and flexibility.

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the early years provision

The positive initiatives in place promote good relationships with parents to ensure they are included in aspects of the children's care and learning. Consequently, parents contribute by providing an account of the children's developmental starting points on entry to the setting and provide consistent information regarding their children's needs. Their developmental progress is shared as the children's individual files are sent home on a regular basis. However, parents are not encouraged to regularly contribute to them, which the childminder acknowledges as an area for future development. The verbal daily exchange of information parents receive makes them aware of their child's wellbeing and activities. Parents read and sign to acknowledge they have read copies of the policies the childminder shares with them initially making them aware of her effective practices. Parents are invited to share their knowledge and experiences of Diwali, associated with

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the early years provision

their culture, which broadens children's understanding of the wider world. The childminder develops positive links with other settings the children attend. For example, she attends one setting periodically and stays with the child and engages in discussion with both settings. This ensures a complementary approach to the delivery of the Early Years Foundation Stage.

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and outcomes for children

Children are very happy and secure within the childminder's care. Through her very positive interaction and her passionate approach to learning through play, children have fun, share laughter and are given opportunities to consolidate their learning. Many good displays include educational posters and the children's artwork, which contributes to the very welcoming, inclusive environment and actively promotes their sense of belonging. The positive deployment of resources within the childminder's home enables young children to make informed choices about their play and encourage their independence. She is clearly responsive to young children's gestures and early attempts in communicating and she uses repetition of words to support the development of their language. She regularly praises children's achievements by telling them 'I am very proud of you'. This clearly supports the development of children's confidence and self-esteem. The

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and outcomes for children

more detailed and spontaneous, purposeful observations the childminder completes are well documented in the children's individual files. Entries are linked This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 to photographic evidence. The areas of learning and in some cases reflect their next steps in learning. A summary of the good progress they make is clearly documented and linked to the developmental starting points obtained on entry to the setting. The flexible, detailed planning reflects the themes and times of the year they celebrate. As a result, a good balance of adult-led and child-initiated opportunities are incorporated. However, observations are not used to inform the planning and incorporate children's individual interests or next steps in learning.

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and outcomes for children

Children have regular opportunities to mix with others and take part in group activities within the setting and when they visit local groups, which supports the development of their social skills. They show their emotions as they clearly become excited about listening to and acting out the story of 'the three little pigs'. They recall familiar aspects of the story and dress up to represent characters from the book. They use resources to improvise and pretend the se-saw is a boat and the badminton racquet is an oar, which supports the development of their imagination very well. Their interest in books is positively encouraged from a young age and many books are freely accessible, therefore, contributing to the development of their early literacy skills. They make marks using a variety of materials and begin to give meaning to marks they make. Older children are proud to show the inspector they can write the first letter of their name using the icing when

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and outcomes for children

decorating the cakes they baked the day before. They recall letters sounds with words such as 'n' for 'no' and annotate their own pictures with marks to represent written words. However, opportunities for the childminder to further develop her approach where English is the child's second language is not fully explored.

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and outcomes for children

Children are encouraged to explore mathematical concepts throughout all activities and free play. They compare their heights, talk about the biggest and the smallest, count the number of cakes on each plate and discuss less and more as they talk about pieces of fruit at snack time. Children begin to recognise familiar colours and shape with success and explore a wide variety of different colourful collage materials, paint and recyclable materials to extend their creative skills well. Effective opportunities enable children to learn about technology from a young age. For example, they access interactive resources to create sounds, take photographs using the digital camera on outings and learn that batteries are used to operate the bubble blower. Many opportunities effectively promote children's understanding of the wider world. They access resources that promote positive images of diversity, visit local places of interest, take walks into the community

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and outcomes for children

and celebrate various festivals throughout the year. For example, they make cakes and decorate them with red, blue and white icing in recognition of the Royal Wedding. The development of children's physical skills is promoted well and they begin to recognise the effects on their overall wellbeing during discussions. Children confidently climb the steps of the slide, throw and catch the balls and bounce on the small trampoline, recognising it is more difficult to bounce on one leg. One child comments whilst playing outdoors that 'playing is exercise too'. All play and learning opportunities effectively contribute to the development of children's future skills.

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and outcomes for children

The menu in place reflects many aspects of a healthy balanced diet, children's individual needs and parent's wishes are fully respected. They discuss with the childminder healthy foods and when asked know that fresh fruit is good for them. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 The children learn to stay safe because they regularly practise fire evacuation and enter into discussion about the security of the environment. Children are confident to leave the childminder and explore the environment and settle down to sleep after lunch, indicating they feel safe. The childminder manages children's behaviour effectively. She uses techniques such as distraction and intervenes to quickly resolve minor conflict. Consequently, the children behave well and are responsive to the childminder and learn to share and play cooperatively. The childminder provides a hygienic environment for children and within the daily

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and outcomes for children

routine they develop a good understanding of personal health and hygiene from a young age. The notice on display acts as a reminder to children regarding the importance of washing hands. 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 2 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 2 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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