Childminder in Lancashire

Inspection report for early years provision

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Unique reference number 309156 Inspection date 05/07/2011 Inspector Margaret Mellor

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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 2000. She lives with her two children aged 13 and 15 years in Lytham St Annes. Children use the playroom, kitchen and breakfast room of the childminder's home. There is a secure, fully enclosed garden for outside play. The family have a cat and a dog.

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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, of whom no more than three may be in the early years age range. There are four children on roll in this age group. She also offers care to three children aged from five to 11 years. The childminder is registered by Ofsted on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register.

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Description of the childminding

The childminder either walks or uses her car to collect children from school and to take them to places of interest. She has a Level 3 National Vocational Qualification in childcare and is a member of Morton Michele.

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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 welfare is promoted exceptionally well in a welcoming family home and they are kept safe and secure at all times. Good adult support, well-planned activities and a great learning environment is conducive to the very good progress children make. A strong and meaningful relationship with parents ensures an inclusive environment where each child's uniqueness is valued. Effective partnerships with other provisions are in the early stages. The childminder has taken appropriate action to address a previous recommendation and the planning for future improvement, including the self-evaluation process, are generally good.

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further?

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

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further?

 develop effective continuity and progression for children who attend more than one provision  develop self-evaluation to include the views of parents.

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the early years provision

Children are safeguarded because the childminder updates her knowledge every three years and has also completed 'Common assessment framework' training. As a result, she has a good understanding of the possible signs of abuse and the procedures to follow to protect children from harm or neglect. The childminder has made aerosol cans inaccessible as an outcome of the previous report and robust This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 risk assessments help her to manage or eliminate any risks. She has a valid first aid certificate and there are suitable arrangements for recording accidents and medication. Children are protected from cross-infection because hygiene practices are excellent. Children's welfare is enhanced because steps are taken to promote their good health and well-being, for example, nutritious, home-cooked meals and great opportunities for fresh air and exercise. All the required policies and

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the early years provision

procedures for the safe and efficient management of the provision are maintained.

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the early years provision

The childminder provides parents with good quality information about the provision, including policies. Child record forms encourage parents to share information about their child when they first attend so children's individual needs are met effectively. Parents are kept well informed about their children's welfare, achievements and progress so children are able to continue their learning at home. Kind words parents and older children write in cards evidence that they are delighted with the quality of the provision. Children with special educational needs and/or disabilities would benefit because the childminder would liaise with external agencies. However, the childminder recognises that she has not developed effective partnerships that support continuity and progression for children who also attend other provisions, for example, sharing information with each other and parents.

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the early years provision

Children thrive because the childminder has a very good understanding of child development, and excellent thought given to organisation enables them to initiate their own learning. The childminder is committed to promoting better outcomes for children and is beginning to use a formal self-evaluation document. For instance, she has implemented the children's educational programmes as a result of Early Years Foundation Stage training, and future improvements include extending sensory resources to the outdoor provision. She is aware that the views of parents are not actively sought, which means that effective self-evaluation is sometimes impeded. The childminder is also committed to providing good quality sustainable resources and children gain an outstanding awareness of healthy lifestyles.

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and outcomes for children

Children thoroughly enjoy their play and are making very good progress across the six areas of learning because the childminder supports them appropriately. Planning provides a good balance of adult-led and child-led activities, along with outings. As a result, children participate in purposeful play and exploration. The childminder is also very skilful at judging when to allow children to independently explore or when to become involved, such as help with peeling fruit at snack time. She uses starting points and observations appropriately to identify and plan for children's next steps in learning. Every child has a learning journal and information recorded helps to monitor their progress towards the early learning goals. This helps the childminder to support children effectively to achieve their full potential and develop future skills.

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and outcomes for children

Good quality toys meet all the children's needs and great deployment of resources enables them to become confident, active learners through hands-on experiences. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 For example, children develop their fine motor skills as they thread beads on laces and problem solve with confidence when doing puzzles. Children also eagerly explore a variety of things, such as play dough or glitter, and there is plenty of laughter when chasing bubbles. This challenges children's imagination and creativity. During baking activities children become aware of number as they count the cake cases, and at home parents also provide support with recognition of shape and colour. This means that children are developing good mathematical skills between environments. Children enjoy story times with the childminder, and older children are encouraged to write their own day diary. This promotes

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and outcomes for children

children's early literacy skills, and developing computer skills helps them to become aware of technology.

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and outcomes for children

Children enjoy warm relationships with the childminder, who has a lovely rapport with them. A kind word of praise or spontaneous cuddle promotes children's emotional well-being and the childminder is also a very good role model. Therefore, children are polite and are supportive of others as they help to water plants or take turns blowing bubbles. The childminder is also very skilful at making sure children feel special because she has a high level awareness of their different personalities. This is reflected in the children's happiness and confidence. Children are also supported to understand and embrace differences. For example, they play with small world dolls in wheelchairs and celebrate Chinese New Year. Children's fascination in nature is supported through a range of activities, such as making bird feeders for the garden. Enjoyable walks in the local area and getting cards they put in the post box helps them to make sense of the world.

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and outcomes for children

Children thrive because the provision is exceptionally well maintained, and feeding, nappy changing and sleeping routines meet their individual needs. They are supported to be safety conscious because the childminder teaches them about road safety when on outings. Children's health is also protected because the childminder explains why hand washing is important and individual towels help to prevent the spread of infection. Push-along toys stimulate babies' walking, and active play in the fresh air everyday greatly contributes to children's physical skills, growth and stamina. For example, in the garden children respond with gusto as they dig in the soil, climb, peddle wheeled toys or crawl through the play tunnel. Children are also supported to make healthy choices about what they eat and learn about healthy lifestyles when they participate in growing their own vegetables. 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 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 1 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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