Childminder in Lancashire

Inspection report for early years provision

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Unique reference number 307622 Inspection date 01/11/2011 Inspector Jennifer Kennaugh

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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

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 1992. She lives in a residential area of Poulton- le-Fylde, Lancashire, close to shops, parks and pre-schools. The ground floor rooms are used for childminding, including a playroom, a room for sleeping and a downstairs toilet. There is a fully enclosed rear garden for outside play and planting.

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Description of the childminding

There are currently three children on roll who are all in the early years age range. The childminder is registered on the Early Years Register only and is a member of a quality assured childminding network. She attends several local groups for young children, including those linked to the childminding network.

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Description of the childminding

The childminder has a full and relevant level 3 qualification and is a member of the National Childminding Association. The family has three pet dogs, which do not have access to the areas used for childminding.

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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

The childminder promotes children's welfare and learning well. She has well organised systems in place for gathering information, to meet children's needs, although planning is not always tailored to individuals across all six areas of learning. The childminder is knowledgeable about the Early Years Foundation Stage and children experience positive outcomes in their learning and development. Children are happy and secure, and the childminder provides a welcoming environment where promoting diversity and equality is a high priority. There are close partnerships with parents and other settings and parents are well informed of children's daily care, routine and learning. Self-evaluation is effective and the childminder is committed to making continuous improvement.

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further?

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

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further?

 devise systems to ensure that planning for individual children covers all six areas of learning  develop opportunities for parents to contribute to children's learning journals.

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the early years provision

Children are protected well in the setting because the childminder is very knowledgeable about safeguarding due to having attended training. She has effective policies and procedures in place as a result of this. Thorough risk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 assessments for premises and outings are made to prevent accidents and they are regularly reviewed. All documentation related to statutory requirements is in place, to ensure the safe and effective management of the setting.

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the early years provision

Toys and resources are easily accessible to children in the bright, well-equipped playroom, so that they can make choices about what to play with. The childminder makes effective use of training and attends a wide range of courses to inform her practice, including topics such as schema and healthy eating. She is well informed about the Early Years Foundation Stage as a result of attending training and uses this effectively so that children develop and thrive in her care.

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the early years provision

The childminder uses the self-evaluation form to identify areas of strength and weakness in practice, for example, improving the content of children's files and extending the outdoor provision further. She has regular visits from the network co-ordinator to monitor quality of practice and identify areas for further training. Previous recommendations have been addressed and the childminder is now part of a quality assured network, demonstrating her commitment to continuous improvement.

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the early years provision

The childminder places a high priority on developing close relationships with parents, in order to support children's welfare and development. She obtains information about children, on joining the setting to inform initial planning, and to help them settle quickly. Parents receive a daily diary regarding care and routine, so that they are well informed about their child's day. She also makes the digital camera photographs from each day available for parents to view when they collect. However, ways for them to contribute to learning records are not yet developed. The childminder gives detailed verbal feedback at collection time, and parents complete a questionnaire once a year, which she uses to inform her provision. Children also give feedback on activities by looking at their scrapbooks of photographs and artwork with the childminder, so that they have a voice in the setting. The childminder forms partnerships with other settings attended by

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the early years provision

children, and informs them of her planning, to support continuity in children's welfare and learning.

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the early years provision

The childminder has undertaken training on the special needs code of practice and has comprehensive policies in place to support additional needs. She has ensured that the childminding space is all on the ground floor, making it fully accessible, including wheelchair access. Pictures of children with different physical needs engaged in play help children to learn about diversity and promote equality of opportunity. Children's individual preferences and interests are reviewed and recorded once a year to help inform planning.

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and outcomes for children

Children and babies explore their environment confidently, selecting from the toys and resources on offer. They talk freely to the childminder and babies vocalise enthusiastically whilst playing, showing that they are settled. Children generally use toys safely, and the childminder gently encourages safe use by taking away This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 toys that are being chewed whilst giving verbal instruction. She uses distraction and removal of toys for older children, if they use them inappropriately, whilst reminding them of how they should be used.

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and outcomes for children

They handle simple implements safely, developing their physical skills through this, such as play dough cutters. Children have regular opportunities to practise the evacuation drill so they are familiar with it. On outings, the childminder emphasises road safety, safety with dogs and 'stranger danger', promoting their safety awareness, whilst being sensitive not to make children fearful.

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and outcomes for children

The childminder uses her training on healthy eating to provide healthy snacks and meals for children. Water or milk is always available in individual beakers. Snacks include chopped fruit and miniature rice cakes to maintain children's dental health. Children are encouraged to follow effective routines, to learn to manage personal hygiene such as hand washing before eating. Children each have their own flannel and towel to prevent cross-infection. They are encouraged to recognise when they need to rest or sleep, so that they can learn to manage their needs. Children have many opportunities throughout the week to engage in physical activity indoors and outdoors, so that they learn to enjoy exercise as part of a healthy lifestyle, at parks, play centres or toddler groups.

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and outcomes for children

Children and babies show obvious delight in their play and interactions with the childminder. Babies gurgle when they are happy because they have heard a favourite sound such as an animal noise from a toy. They stamp their feet to show their enjoyment when shaking percussion toys, and become absorbed in their play, developing concentration skills. Children enjoy hiding toys under their clothes and the childminder has to guess where they are. She uses this to teach different parts of the body. They use implements like cutters and small rolling pins with play dough to extend physical skills, and the childminder emphasises relevant vocabulary such as 'squash' and 'cut'. Children join in with simple counting songs, which the childminder sings after children count to four, to extend this. She selects a book with a counting theme to complement this when children are tired and need a quiet time before sleeping. The childminder uses her training and

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and outcomes for children

observations to identify and provide for schemas that babies show, to extend their explorative play. A children's laptop is well used to encourage early information technology skills and familiarity with computers. Children thrive and are motivated to learn new skills for future learning, because the childminder plans effective and enjoyable activities. However, planning for individuals is not always across all of the six areas of learning, although children experience good levels of challenge appropriate to their age and stage of development.

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and outcomes for children

Behaviour in the setting is good, as the childminder sets firm but gentle boundaries so children learn what is acceptable and safe for themselves and others. They have opportunities to learn about other cultures and festivals through a variety of activities, including sampling foods, dressing up and craft or art. They enjoy eating food like prawn crackers, rice and sweet and sour sauce at Chinese New Year, and also learn about Diwali through craft activities to gain knowledge of cultural diversity. 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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