Childminder in Lancashire

Inspection report for early years provision

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Unique reference number EY231538 Inspection date 06/03/2012 Inspector Angela Rowley

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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 2002. She lives with her husband and two teenage children in Preston, Lancashire, close to shops, parks, schools and public transport links. The whole of the ground floor of the childminder's home is used for childminding. The rear garden is not registered for childminding purposes.

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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, no more than three of which may be in the early years age range. She is currently minding four children in this age group and also offers care to two children aged over five years to 11 years. The childminder is registered by Ofsted on the compulsory and voluntary parts of the Childcare Register.

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Description of the childminding

The childminder takes and collects children from the local school and goes to several toddler groups regularly. She is a member of an approved childminding network.

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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 settled and play happily in the childminder's care. The provision of an attractive and stimulating playroom, continually promotes children's learning through play. Systems to identify and plan for children's individual needs, in partnership with parents, means that most aspects of children's welfare and development are securely promoted. Effective implementation of clear record keeping systems, along with suitable policies and procedures results in good organisation. The childminder is an experienced practitioner who is motivated to act on the advice and guidance of others, along with training, to continually develop her provision. She demonstrates a good capacity for continued improvement, although, there are minor weaknesses in her systems for monitoring the effectiveness of teaching and learning.

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further?

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

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further?

 increase awareness of responsibilities under food hygiene legislation including registration with the relevant Local Authority Environmental Health Department  review the risk assessment and ensure that it covers anything with which a child may come into contact, with particular regard to making trailing blind cords safe or inaccessible to children  make self-evaluation more effective by implementing a regular cycle of planning and review, particularly in relation to monitoring the effectiveness of teaching and learning with regards to observation and planning. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

The childminder has a good understanding of child protection issues gained through training. She clearly demonstrates her understanding of her written safeguarding procedures, which also include steps to take in the event of an allegation being made against an adult living or working at the premises. The childminder has a documented complaints procedure and is committed to working closely with parents to resolve any concerns. She is vigilant with regard to visitors to her home, which is kept secure and is very clean and well maintained. Risk assessment records and checklists identify safe checking procedures, although one potential hazard associated with accessible blind cords has been overlooked. All records required for the safe management of the provision are in place and are clearly documented. The childminder maintains a current paediatric first aid certificate and has clear procedures for emergencies, accidents and medication.

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the early years provision

The childminder provides a very welcoming environment where every child matters. A wide range of quality resources depicting positive images of diversity, along with welcome signs in different languages, promotes a clear sense of value for all. The childminder ensures every child has access to good quality play materials which promote learning through play. Right at the start, each individual child's needs and preferences are established with their parents using an 'all about me' questionnaire as part of a well planned admission process. Daily verbal exchanges, informative displays and regular planning for children's next steps, keep parents well informed about their child's care and the progress they are making. Partnerships with parents are secure and founded upon good communication. The childminder uses what she knows to help guide parents in order to improve outcomes for their children, for example, to promote effective

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the early years provision

practice in relation to toilet training and the use of dummies. Children's learning journey records inform parents what their child can do and the wide range of activities they have been involved in. Although the development tracker record used by the childminder has not been maintained and as a result, does not evidence progress and the rate at which it has been made. This also impacts on the childminder's ability to monitor the effectiveness of her provision for teaching and learning. The childminder has a clear understanding of the benefits of partnership working to promote continuity of learning for children attending other settings when needed in the future.

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the early years provision

The childminder successfully uses her links with local authority services to monitor and extend her provision for children. For example, she has used the guidance and tools provided by her local network advisor to ensure she has provision in place to meet all legal requirements and she regularly accesses training sessions to increase her knowledge and skills. Additionally, since her last inspection she has also achieved a recognised quality assurance accreditation. The childminder has thought carefully about self-evaluation and involved parents and carers by getting their feedback, which includes comments about children being happy in her care. She recognises her strengths as being the safe, nurturing care she offers to children, along with the range of outings and play that extend children's experiences and help them learn. She has addressed the recommendations raised This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

at her last inspection and has many relevant plans for further training and improvements, although she has not identified the need to register as a food provider with the Local Authority Environmental Health Department.

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and outcomes for children

The childminder has a good understanding of the Early Years Foundation Stage. Space within the home is very well deployed to meet children's care and learning needs. The use of posters and pictures in a designated playroom provides a very stimulating and welcoming environment. Children benefit from the child-led play space where they are becoming active learners and developing skills for the future. They make choices and follow through their thinking as they are enabled to continually access attractive resources stored at a low level. They develop a sense of responsibility when they are encouraged to put toys back in the right boxes and on the open shelving when they have finished playing with them. Children use the lounge for quiet times, which enables them to relax and to sleep undisturbed, and they freely access ground floor toilet facilities.

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and outcomes for children

In practice, the childminder delivers activities in a way that is relevant to each child's stage of development. This is because she knows each child well through her close relationships and because she notices what they can do and are interested in. She records her observations, summarises them on a monthly basis and matches what she sees to an area of learning. This helps her to assess children's achievements and to see progress in most areas of the Early Years Foundation Stage. She uses what she knows about children in her spontaneous interactions to help them reach planned next steps. She plans interesting weekly activities which extend children's experiences. However, currently the childminder relies more often on her instincts for children's development and is not yet planning systematically for children's next stages of development and how to support them individually. As a result, the childminder misses some opportunities

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and outcomes for children

to ensure children make as much progress as they can in some areas of learning, particularly physical development.

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and outcomes for children

Children make progress because they feel safe in the childminder's care and they have a clear sense of belonging in her home. Secure relationships facilitate the development of communication. The childminder quickly picks up on the non- verbal cues of babies and, as a result, she is able to identify and meet their individual needs. For example, she knows the signs that children are tired and they are quickly reassured when cuddled and rocked to sleep in their own pram. As they are settling in, she holds them closely which gives them the reassurance they need. Conversation is constant and, as a result, children are becoming confident communicators. They confidently express their needs and explain what they are making, for example, with the play dough. They label shapes, colours and images in line with their stages of development. They show a keen interest in books and stories, supported by an inviting reading corner and through familiarity they join in

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and outcomes for children

with repeated phrases. Through such positive experiences and displays of the written word all around the playroom, children understand from an early stage how print carries meaning and they go on to represent this in their play. For This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 example, children pretend to 'read' the menu when playing imaginatively in the cafe. The childminder thoughtfully provides children with a wide range of interesting resources which reinforce the activities she plans for them. For example, following a theme of spring time, children access books about growing, follow patterns to make flower shapes with dough, and dig with trowels in the soil tub. They plant lettuce seeds and through discussion they learn about how to care for them to make them grow.

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and outcomes for children

Secure routines enhance children's understanding of healthy and safe lifestyles. The childminder promotes healthy eating and ensures children are well nourished by working closely with parents and carers to provide for children's dietary needs. She encourages children to access their own drinks when thirsty and provides a range of fruit snacks. Children learn about staying safe and safety equipment is routinely used in their care. They learn about road safety when they wear high viability vests on all outings and they learn about fire safety when the childminder practises evacuation drills with them. They are gently encouraged to learn how to behave in safe ways and the childminder's consistent nurturing promotes positive behaviours, such as the use of good manners and caring for one another. 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 3 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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