Childminder in Lancashire

Inspection report for early years provision

p.1

Unique reference number EY416694 Inspection date 17/08/2011 Inspector Mrs Sally Smith

p.1

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.

p.1

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

p.2

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.

p.3

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).

p.3

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.

p.3

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

p.3

Description of the childminding

The childminder was registered in 2010. She lives with her husband and children aged eight and three years in Bamber Bridge near Preston. The whole of the house, except for the main bedroom, is used for childminding. There is a fully enclosed garden available for outdoor play. The family has two guinea pigs. The childminder takes and collects children from local schools and pre-schools.

p.4

Description of the childminding

The childminder is registered to care for a maximum of five children under eight years at any one time, no more than three of which may be in the early years age range. She currently has three children in this age group. She also offers care to children aged over five years to 11 years. The childminder is registered on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Register.

p.4

The overall effectiveness of the early years provision

Overall the quality of the provision is good.

p.4

The overall effectiveness of the early years provision

The childminder is developing her knowledge and understanding of the Early Years Foundation Stage. She implements robust policies and procedures to ensure children are safe and well cared for. Warm, trusting relationships are established with parents where information is shared regularly so that children's individual needs are met. The childminder regularly evaluates and revises her practice, however, systems have yet to be devised to enable parents and children to contribute to this process.

p.4

further?

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

p.4

further?

 develop assessments further to plan the next steps in a child's developmental progress to ensure each child receives appropriate support  develop evaluation systems further to include the views of parents and children so that the quality of children's learning, development and care continues to improve.

p.4

the early years provision

The childminder is aware of safeguarding procedures and her responsibilities to report any concerns. A written policy outlines the childminder's responsibility in safeguarding children whilst in her care. She holds contact details for the appropriate agencies and would not hesitate to contact these should the need arise. Appropriate checks are undertaken for all adults in the household to ensure they are suitable to have contact with children. An accurate register records children's attendance, whilst a range of policies and procedures are effectively This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 implemented to promote children's safety and well-being. A written risk assessment supports the childminder in minimising hazards, ensuring that areas used by the children are safe at all times. This is regularly reviewed and revised if necessary.

p.4

the early years provision

The childminder uses space effectively so that children have plenty of room to move around freely and safely. Resources are stored so that children can access these independently, enabling them to make choices regarding their play. Positive relationships are established with parents where information is regularly shared so that the individual needs of all children can be met. Whilst the childminder is not caring for any children who have special educational needs and/or disabilities, she understands the importance of working closely with outside professionals to support children's welfare and development. Parents are complimentary about the childminder's use of daily diaries, keeping them fully informed of their child's play and routine whilst in the childminder's care. Parents also use these to relay information about the child's routine whilst at home. Parents are provided with information about the setting so that they are reassured that children are safe and

p.5

the early years provision

well cared for. There are no children on roll who attend other early years provision. However, the childminder is aware of the importance of sharing information with other settings when appropriate to support children's continuity of care.

p.5

the early years provision

The childminder regularly evaluates and reflects on her practice to identify improvements. For example, she is constantly revising ways in which to record information gleaned from observations in order to assess children's learning and development. She is keen to enhance the service she provides through training to update her knowledge and skills and responds to any advice given in order to make necessary improvements. However, systems have not yet been devised to seek parent's or children's opinions through discussions and consultation, in respect of the childminding service.

p.5

and outcomes for children

Children are happy and safe in the childminder's care. She gets down to the children's level, sitting on the floor so that she can give eye contact and interact positively. This enables her to respond to and build on children's expressions and gestures. Children are encouraged to develop a strong exploratory instinct as they move around their environment enabling them to have choice. The childminder follows the children so that she can engage with them and provide support. This encourages children's confidence and self-motivation. Young children develop confidence in expressing their individual needs, peering curiously inside a box to see what is inside. They select items that reflect their current interest. For example, a young child pulls out some musical instruments to listen to the noise they make. Children enjoy stories, whether being read to them from a book or listening to them on television. They enact the story of a well-known character,

p.5

and outcomes for children

dressing in traditional Kenyan attire and attempting to balance plastic fruit on their heads. The childminder ensures that children regularly experience fresh air and outdoor play, helping to develop their curiosity and investigative skills. Children enjoy catching snails, spiders and slugs in their nets before examining them in This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 their 'bug catcher'. They delight in visits to the park and nature reserve, observing dragon and damsel flies or identifying flowers using their reference books.

p.5

and outcomes for children

Observations assist the childminder in assessing the learning taking place. Links are made to the six areas of learning and the childminder uses the Early Years Foundation Stage guidance to demonstrate how children make progress towards the early learning goals. However, next steps in children's learning are not yet clearly identifying how activities are adapted to extend children's learning. Whilst the childminder plans some activities, these are flexible and often changed in order to respond to children's interests. For example, children are keen to learn about different animals so the childminder spontaneously organises an outing to a local nature reserve.

p.6

and outcomes for children

Children behave well in the setting and respond to the clear boundaries within the childminder's home. They wash their hands before snacks and meals or after handling the guinea pigs. Children have their own towels, with colourful cartoon or story characters displayed so that they are instantly recognisable. This helps to minimise cross-infection. Children select their own cups and bowls before sitting at the table to eat. The childminder is fully committed to promoting healthy eating. Meals are often prepared by the children who enjoy weighing and measuring ingredients to make bread or pizza dough and then select their own healthy toppings. Children are regularly consulted about what they want to eat and make choices from the cupboard and fridge. They visit the local supermarket to decide what they want for tea. Children are encouraged to eat a range of fresh fruit and vegetables and novel ways are devised to promote this. For example, the

p.6

and outcomes for children

childminder arranges green vegetables in the shape of a tree on the children's plates. Children learn about road safety and know their local lollipop lady very well. They know that her sign stops the traffic so that they can cross the road. Children enjoy visits from the police and have great fun as they are shown how fastening straps are used to restrain criminals. When out and about they regularly listen for and count the number of 'nee nahs' they can hear and identify whether they are fire engines, police cars or ambulances. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.6

Annex A: record of inspection judgements

The key inspection judgements and what they mean

p.7

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

p.7

children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

p.7

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

p.7

Stage

The quality of the provision in the Early Years Foundation Stage 2

p.7

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

p.7

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

p.7

Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

p.8

Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

p.8