Childminder in LancashireOfsted inspection, 12 Apr 2012

Inspection report for early years provision

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Unique reference number EY239859 Inspection date 12/04/2012 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 has been registered since June 2003. She lives with her partner and sons, one adult and one aged 15. The family home is in Penwortham near Preston. It is close to two parks, a library and a primary school. Most of the ground floor is used for childminding, including the lounge, playroom, conservatory and toilet facilities. The family has a pet rabbit.

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Description of the childminding

The childminder is registered on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Register. Registration is for a total of six children at any one time. Currently there are six children on roll, of which five are within the early years age range. The childminder is also able to offer care for older children over five-years. The childminder cares for children on weekdays from 7am to 6pm, all year round.

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Description of the childminding

The childminder a member of the National Childminding Association. Advice, support and training is gained from the local authority.

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The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

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The overall effectiveness of the early years provision

The childminder provides a warm and welcoming environment for all children and their families. Children make reasonable progress as the childminder has a basic understanding of the Early Years Foundation Stage. She has begun to observe the children in her care, however, effective procedures for assessing children's development towards the early learning goals are in their infancy. The childminder has begun to evaluate her practice and has some awareness of areas for development but she has not yet developed any procedures to monitor this effectively. Partnerships with parents are sufficient, although parents are not fully included in their child's learning and development.

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further?

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

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further?

 continue to improve knowledge and understanding of the early learning goals and further develop the observation, assessment and planning for individual children so their next steps influence purposeful play and learning in all six areas of learning  develop procedures to gather children's developmental starting points and increase involvement with parents so that learning is extended within the home  develop procedures to promote reflective practice, self-evaluation and identify priorities for development to improve outcomes for children  promote positive attitudes to diversity through activities that encourage This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 children to talk about similarities and differences and the reasons for these, and make use of the training made available by the local authority and other sources.

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the early years provision

Children's welfare is safeguarded as the childminder has a clear understanding of her responsibilities in relation to child protection and keeping children safe. She is confident in her knowledge and understanding of potential concerns and is able to respond appropriately by following the current practice in relation to referral and recording. All policies and procedures required to promote the safe and effective management of the setting are in place, for example, health and safety, confidentiality and medication procedures. This helps to effectively safeguard children. Risk assessments are in place, including for outings, along with daily visual checks of all areas and equipment. Opportunities for children to learn about fire safety are provided and the childminder discusses aspects of safety with them to help raise their awareness of keeping themselves safe. This includes such things as, why they need to tidy up and how to stay safe on the roads. The

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the early years provision

childminder shows a positive attitude towards attending relevant training to develop her practice. However, she has not implemented a robust procedure to monitor and evaluate what she does in order to promote better outcomes for children. All recommendations raised at the previous inspection have been positively addressed.

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the early years provision

Children's health and welfare are promoted through appropriate implementation of childminding policies, which are shared with parents at the start of any placement. They receive written information about the setting, including relevant policies and procedures and are kept up-to-date about their child's care through verbal feedback and daily diaries. The childminder invites parents and children for introductory sessions and gathers the relevant information required to meet children's individual needs, for example, dietary and health requirements. However, the systems to find out about children's starting points in relation to their learning and development are not fully robust and parents are not actively encouraged to become involved in supporting their child's learning at home. No children currently attend any other settings. However, the childminder demonstrates an adequate understanding of the importance of sharing information

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the early years provision

to promote continuity of children's care and learning.

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the early years provision

The childminder has an abundance of toys and activities for children to access. She clearly considers how to make best use of space in order to achieve the maximum benefit for children, for example, by creating areas to meet the needs of a of children. Toys are stored on low-level shelving or in boxes. This enables children to make confident choices about their learning and play. The children benefit from dedicated playrooms in the child-orientated home where colourful examples of their work, along with posters and photographs, help to promote their sense of belonging and self-esteem. The childminder demonstrates some understanding and awareness regarding equality and diversity and some resources are available. However, she is not yet confident in to promoting this aspect in her practice. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

The childminder is sensitive and attentive to children's individual needs and close, nurturing relationships are formed. Children are making steady progress in their learning and development. The childminder is starting to develop her systems for observation, assessment and planning. She is constantly observing children during play and records some of what she sees. She gathers suitable information about children's starting points, individual needs and preferences and she regularly exchanges information with parents. However, this information is not yet used effectively to identify children's next steps in their learning or to inform the planning of their experiences. In addition, ways to encourage parents to contribute to their children's developmental records have not yet been fully explored.

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and outcomes for children

The childminder interacts well with the children. She encourages their interest in role play and becomes involved as they talk about food and drink. The childminder encourages children to identify colours and shapes. She uses questions well to encourage their language for thinking, asking such things as, 'What would happen if Santa was late? Children are confident to say 'we would not get our presents'. Children's communication skills are fostered, resulting in some nice interactions between themselves and the childminder. She sits with children as they explore their favourite books. Children are supported by the childminder as they lead their own play, change activities and choose toys and equipment. For example, children were supported when making food shapes with play dough and encouraged to pretend to cook this in the oven and then feed it to their dolls. This supportive approach enables children to become independent and make connections in their

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and outcomes for children

learning. Children benefit from the caring, loving and affectionate relationship they have with the childminder. They sit on her lap during story time and enjoy vocalising as the childminder initiates conversation and reinforces their attempt to speak. Young children are developing the hand and finger control as they turn the pages of the book or post three-dimensional shapes into the sorter.

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and outcomes for children

Children enjoy healthy routines throughout the time they attend; gaining plenty of fresh air and exercise each day. They are kept well hydrated through continuous access to their own drink containers and drinking plenty of water. Healthy snacks, usually fruit, are provided. The childminder takes the necessary steps to prevent the spread of infection and appropriate action is taken when children are ill. The childminder uses age-appropriate strategies, such as distraction and explanations. Children are learning to share, take turns and be kind during their play. Their good behaviour is actively encouraged through positive role modeling. These measures successfully develop children's self-esteem and respect for others. Children are developing many skills that will contribute to their future learning. For example, they are eager to use programmable toys as they become increasingly confident in pushing buttons and switches, which means they are learning how things work.

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and outcomes for children

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 3 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 3

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Stage

The extent to which children achieve and enjoy their learning 3 The extent to which children feel safe 3 The extent to which children adopt healthy lifestyles 3 The extent to which children make a positive contribution 3 The extent to which children develop skills for the future 3

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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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