Childminder in Lancashire

Inspection report for early years provision

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Unique reference number EY422712 Inspection date 14/11/2011 Inspector Ferroza Saiyed

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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 2011. She lives with her husband and their children aged three, six & nine. They live in the Walton-le-dale area of Preston. The whole of the ground floor of the childminder's home is used. There is an enclosed rear garden for outdoor play, with fixed apparatus for children to access.

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Description of the childminding

The childminder is registered on the Early Years and the compulsory and voluntary parts of the Childcare Register. She is registered to care for a maximum of four children aged under eight years. The childminder cares for children weekdays from 7.30am to 5pm, all year round. She currently has two children on roll, of whom one is in the early years age range.

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Description of the childminding

The childminder is a member of the local childminding support group and 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 well cared for by this very well-organised childminder. Her calm and consistent approach to childminding and her natural ability to meet children's individual welfare and learning needs means that children thrive in her care. Most documentation required to promote children's welfare is in place. The broad range of activities and experiences provided enables children to have good opportunities to make progress in all areas of learning. The childminder has developed effective procedures to work with parents, which helps to ensure that children's individual needs are met well. The childminder reflects on her practice and demonstrates a positive attitude to continuous improvement by considering areas for further development.

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further?

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

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further?

 update the record of risk assessment to include any assessments of risks for outings and trips  further develop children's knowledge and understanding of the world by enhancing the range resources to reflect diversity  develop systems for recording children's progress, including matching observations to the expectations of the early learning goals and using identified learning priorities to inform future planning. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Children feel very safe and secure in the warm, caring environment of the childminder's home. The childminder has developed positive relationships with the children and, consequently, even new children are happy, confident and secure in her care. The childminder acts as a good role model as she teaches children about safety. For example, she talks to them about why they need to tidy up, road safety and provides opportunities to practise the evacuation procedure. Children are effectively safeguarded as the childminder has a good understanding of safeguarding and has effective procedures in place to follow should she have any concerns. Children's safety is further promoted as the childminder has completed and recorded risk assessments for the home and for some outings. However, these do not fully cover all types of outings which children attend. The impact of this on children's safety is, however, minimal, as the childminder implements effective

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the early years provision

procedures, such as maintaining close supervision of the children at all times and gathering information about new places prior to a visit.

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the early years provision

The childminder demonstrates a genuine commitment to inclusion. She works closely with parents from the start to ensure that she is aware of and able to support children's individual needs. This ensures that all children are fully included at the setting. Parents are invited for introductory meetings where the childminder shows them her policies and discusses her practice. Consequently, they are well- informed about the service she provides. Parents are kept up to date about their child's learning and care through daily verbal feedback, daily diaries, and access to their child's individual observations. The childminder shares information, such as new words the child is learning. This helps to involve parents further in their child's learning. Close liaison with teachers and staff in the local school serves to support and promote the continuity of care and learning for all children who attend more than one setting.

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the early years provision

The childminder shows a good level of commitment to developing her practice and knowledge by attending a variety of training courses, which leads to better outcomes for children. She is enthusiastic and keen to develop her practice. The childminder demonstrates a good understanding of equality of opportunities and anti-discriminatory practice to promote all aspects of care and learning. However, resources to reflect the wider world are limited. However, they do celebrate a range of festivals, such as Diwali, and are learning to respect others and understand similarities and difference in a contemporary society.

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and outcomes for children

The childminder has a good understanding of the Early Years Foundation Stage. A good balance of child-led and adult-initiated experiences ensures that activities are appropriate for children's ages and stages of development and cover all areas of learning. The childminder knows the children well even though they have been with her for short period of time. She plans activities based upon their interests This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 and needs. Ongoing observation is the main form of assessment and the childminder has developed a system for assessing the children. As a result, children are making good progress in their learning and development. Individual files have been developed for each of the children. These include photographs and assessment of the children's learning. However, these do not always match the observations to the expectations of the learning priorities to inform future

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and outcomes for children

Children are provided with appropriate toys and equipment that support their individual development and progress towards the early learning goals. Babies are well supported in the development of their walking skills. They pull themselves to a standing position using domestic furniture and sturdy toys. The childminder interacts extremely well with the children. She sits on the floor and takes an interest in their play, giving lots of praise and encouragement to promote positive behaviour and develop self-esteem. She encourages their interest in books, sitting with them to read stories and talk about the pictures. Children are supported well by the childminder as they lead their own play, changing activities and choosing equipment, for example, as they look at books and play with the musical instruments. This approach enables children to become independent and make connections in their learning. Children benefit from the caring, loving and

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and outcomes for children

affectionate relationship they have established with the childminder as they snuggle comfortably into her when they are tired.

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and outcomes for children

Planned trips, combined with visits to groups where children are able to socialise with their peers, provide children with opportunities to learn about the world around them. Children enjoy vocalising as the childminder initiates conversation to reinforce their attempt to speak. Younger children understand simple meaning, for example, when the childminder says 'come and look at this'. Children delight in doing movements with their hands when doing action songs, such as 'wind the bobbin' and 'twinkle twinkle little star'. Children feel safe and secure within the relationship they develop with the childminder.

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and outcomes for children

Their good health is promoted as outdoor play is a regular feature of their play. For example, they go for walks to the park to feed the ducks, and enjoy bouncing on the trampoline and play in the ball pool. Visits to community groups and trips to places of interest all allow children to discover new environments and promote highly stimulating experiences. This provides them with inspiring and challenging opportunities to develop social and intellectual skills. Children's heath and well- being is effectively promoted. They learn about healthy living and healthy eating through the good practices encouraged by the childminder. Children eat fruit at snack time and are provided with a healthy, nutritious lunch. Children learn good hygiene practices. They are encouraged to wash their hands after toileting and use separate flannels to wash their hands before and after eating. Children are very well supported by the childminder who has clear house rules in place to help

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and outcomes for children

children to begin to learn right from wrong. Children are provided with good opportunities to learn and develop an awareness of the diverse culture in which they live because the childminder has a clear understanding of differing cultures. Children show respect for one another as their social skills develop, enhancing their positive disposition to learning. 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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