Childminder in Lancashire

Inspection report for early years provision

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Unique reference number EY436266 Inspection date 17/04/2012 Inspector Janet Singleton

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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 partner and their two children aged two and five. The whole of the ground floor is used for childminding, along with the front bedroom. The garden is available for outside play. The childminder is able to take and collect children from local schools and pre-schools.

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Description of the childminding

The childminder is registered to care for a maximum of four children under eight years at any one time, of whom no more than two may be in the early years age range. There are currently four children attending who are within the Early Years Foundation Stage. The childminder also offers care to children aged over five- years. She is registered on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Register. She is a member of the National Childminding Association and the local 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

The childminder has a good understanding of the Early Years Foundation Stage to promote children's development towards the early learning goals with success. The stimulating environment is safe, with quality resources supporting the learning activities provided. A fully-inclusive environment is provided for all children. Documentation to support the efficient and safe management of the setting is in place although, there is room to check parental consents more thoroughly. Partnerships with parents are good, with quality information being shared and partnerships with others is satisfactory. The childminder is committed to the evaluation and continuous improvement of her provision and has good systems in place to support this process.

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further?

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

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further?

 provide more opportunities for children to access those resources that reflect the differences and similarities of people, for example, those who may have a disability or those from other cultures and religions  review documentation to ensure parental permissions are up-to-date in relation to children's health.

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the early years provision

The arrangements for safeguarding is good. The childminder has all written policies and procedures in place to keep children safe, including those for such things as risk assessments and safeguarding. She is confident of the action to take This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 should she have any concerns regarding a child in her care and has all required details of whom to contact, including the out-of-hours contact details for the child protection services. She has undergone training and has a sound knowledge of the indicators of abuse. Accident and medication procedures are implemented appropriately to promote children's welfare, although some parental consents in relation to children's health, had not been reviewed and checked.

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the early years provision

The childminder conscientiously and professionally provides both a good childcare service and a very secure environment for children to play and learn in. A good knowledge of the Early Years Foundation Stage means the childminder is able to plan effectively for children's learning and development, based on purposeful observations and assessments. Children's next steps for learning are identified, and the childminder sets challenges to help children move forward so that they make good progress toward the early learning goals. For example, she uses number games to help children learn about sequencing and builds their awareness of numbers.

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the early years provision

Equality and diversity is well promoted. The childminder provides an inclusive environment where children can use a variety of resources that reflect the differences and similarities of people. However, these are not readily available on a daily basis to so that they become part of children's everyday experience. Other good quality resources are made available to children to support the activities provided, with these being easily accessible to them. The childminder has developed good relationships with parents by participating in daily discussions about their child. They share good quality information, including the policies and procedures for the setting. They contribute to the evaluation of the setting and are asked to comment on their child's overall learning. Although, she is aware of the need to make links with other agencies, there are no children who attend other settings currently being cared for. The childminder is positive about driving

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the early years provision

improvement and promoting good outcomes for children. She is keen to move her service forward and is aware of the strengths and weaknesses of her provision. She has undertaken training in childcare to increase her skills and is a member of the local childminding network group. A good self-evaluation system is in place, and this identifies the strengths and weaknesses of her setting, with meaningful targets set for improving her practice and the outcomes for all children.

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and outcomes for children

The childminder's good knowledge of the Early Years Foundation Stage ensures children make good progress in their learning and development, considering their age, capabilities and starting points. She has good relationships with children, who thoroughly enjoy their time with this enthusiastic and nurturing childminder. They feel safe and secure as they actively explore their environment. The childminder is very involved with the children; supporting them as they play, sitting with them and encouraging through her effective use of open-ended questioning. A This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 comprehensive learning journey record is in place for each child, and this includes examples of their work and details of the observations and assessments carried out in relation to their learning. These clearly link to the six areas of learning and successfully track children's progress. The quality of the childminder's teaching is

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and outcomes for children

good. She has a good knowledge of each child and what they need to learn next. As a result, children's unique needs are addressed and they continue to make good progress towards the early leaning goals.

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and outcomes for children

Children delight in moving through the setting as they choose from crayons and mark-making equipment, which allow them to practise their pre-writing skills. They play within an environment that is rich in words, numbers and signs to develop their understanding and interest in symbols. They use their imaginations as they use the role-play area to act out being an adult. Children develop their language skills because the childminder uses the programmable telephones to encourage the younger children to vocalise and practise their emerging speech. They enjoy visiting local toddler groups to learn to socialise and make friends. The childminder encourages children to share and actively intervenes, when necessary, to help the younger children learn to manage their feelings. They show they are happy and at ease and they behave well because of the good level of praise they receive. Children delight in counting and some children count to five competently, with

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and outcomes for children

others attempting numbers greater then five.

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and outcomes for children

Children learn about the world as they explore the community around them; attending toddler groups, going for walks in the park and taking part in adult-led topics. All children have good opportunities to adopt healthy lifestyles as they enjoy fresh homemade food. They observe good hygiene practices and engage in conversations about why they need to wash their hands. Children's behaviour is good, they are polite and well mannered and show considerable understanding of behavioural expectations, considering their young age. This was particularly evidident when children were sitting at the table to eat their snack and lunch, and was reinforced by the constant guidance and meaningful praise given by the childminder. A high emphasis is placed on safety and children know they must listen, not run indoors or climb on the chairs. They take part in activities to promote their understanding of the wider world as they celebrate festivals, such as

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and outcomes for children

Chinese New Year and Eid. Children learn about information and communication technology and develop their skills for the future as they use programmable and electronic toys. 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 3 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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