Childminder in Lancashire

Inspection report for early years provision

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Unique reference number EY433412 Inspection date 26/04/2012 Inspector Susan Westmoreland

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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 September 2011. She is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and their two children aged 14 and eight years, in a semi-rural area of Great Harwood, Blackburn.

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Description of the childminding

The local area has a Sure Start centre, schools, library and various groups. The family has a pet cat. The children have access to a dining/kitchen area and the garden room. The bathroom is also located on the ground floor. There is an enclosed garden to the front and side for outdoor play. The childminder is registered to take a maximum of six children aged under eight years, of whom, no more than three can be in the early years age range. She is currently minding three children in this age range. The childminder cares for children weekdays all year round.

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Description of the childminding

She holds a relevant childcare qualification to level 2 and is a member of the local childminding support group. Advice, support and training are 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

Children are welcomed into a caring environment where they are happy and settled. The childminder works closely with their parents and carers and has also developed positive partnerships with other providers of the Early Years Foundation Stage. She provides some activities that support pre-school children's thinking, which extends their learning well. However, this approach is not consistently applied to the younger children. Overall, this means that children are making satisfactory progress in their learning and development. The children are generally kept safe and secure in the setting, and risk assessments are in place for most potential hazards. The childminder is currently embedding her practice as a new childminder, therefore, self-evaluation systems are in the early stages.

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further?

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

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further?

 plan and resource a challenging environment for toddlers and babies where their play can be supported and extended  develop further quality improvement processes as the basis of on going internal review and consider how it impacts on children's achievement  ensure risk assessments cover anything with which a child may come into contact, with particular regard to sleeping babies and toddlers and toilet facilities. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Children are appropriately safeguarded because the childminder has undertaken training and has a suitable safeguarding policy in place. Documents and records are suitably maintained to support children's welfare, care and safety. These include the recording of accidents, incidents and medication. There is an emergency escape plan in place, which is practised regularly with children. The childminder has written risk assessments covering most potential hazards when in the home, garden and on various outings in the local community and places of interest. However, this does not extend to arrangements for sleeping toddlers and babies on the settee or the potential risk of children locking themselves in the toilet. Overall, children are generally kept safe and secure while in the childminder's care.

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the early years provision

Children's care, learning and welfare is sufficiently promoted because the childminder is proactive in developing her knowledge and skills through training. For example, she has successfully completed training in food hygiene and safeguarding children and holds a level 2 in Child Care Learning and Development and a certificate in Supporting Teaching and Learning in Schools. The childminder shows a commitment to extending her knowledge of the Early Years Foundation Stage. She plans activities that enable the pre-school children to extend their thinking and make good progress. However, this approach is not consistently applied to younger children and as a result, their learning opportunities are not maximised at all times. The childminder celebrates different cultures through activities, such as, Eid and discusses the welcome poster that shows greetings in different languages. This allows the children to start to understand the diverse

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the early years provision

world in which we live. The childminder satisfactorily organises the play equipment so that children can access these easily and independently, therefore, they self- select their toys and books.

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the early years provision

The childminder has a growing confidence about identifying her strengths and weaknesses. A system of self-evaluation, in order to help promote continuous improvement of the provision and outcomes for children, is still developing. The childminder has identified some areas to improve, such as, the development of a vegetable patch in the garden and a need for a low level slide for the youngest children.

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the early years provision

The childminder enjoys positive relationships with the children's parents and shares important information about their starting points and progress. She effectively engages in a daily, two-way flow of information, such as daily report books and regular discussions and requests their feedback on the quality of the provision. The childminder has established good links with the local children's centre and pre-school. She complements activities in order to promote progression and continuity of learning for the pre-school children and liaises closely with another childminder with whom she has shared care for one child. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

The children enjoy their time in the childminder's care because she provides a calm, homely environment where children learn through play. They show strong attachments to the childminder as she talks to the children throughout the day so they feel a sense of belonging.

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and outcomes for children

Children learn about staying safe, for example, when playing in the garden on wheeled vehicles, the childminder dresses up as a school crossing patrol lady, complete with hat and 'lollypop' to develop the children's understanding of road safety. The children have good opportunities to adopt healthy lifestyles through eating nutritious snacks and home-made meals. Regular drinks are offered to children, so they are well hydrated. Children have plenty of opportunities for fresh air and exercise as they play in the garden and go out to the park and visit soft play areas. They develop their physical skills as younger children learn to push themselves along in a toy car with their feet and older children pedal their trikes and go-karts successfully. Children begin to learn good hygiene practices, such as washing their hands before eating their meals and after using the toilet. They are well-behaved and there are clear boundaries in place, which the children

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and outcomes for children

Children engage in a range of activities indoors and outdoors as they move around freely, make choices, follow their interests and increase their independence. For example, older children make choices of when to play indoors or outdoors, young children sway and move in response to nursery rhymes and songs. These are skills and abilities that benefit them in the future. The childminder observes the children at play and generally joins in at times. For example, children ask for particular jigsaws and learn how to operate a pretend telephone; she appropriately supports these spontaneous activities and is developing her ability to meet the demands of the varying ages of the children. Records show children's progress and development through written observations, photographs and examples of their work. Pre-school children are stimulated by activities that meet their interests. For example, exploration of colour mixing with paint, making fruit kebabs and dressing

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and outcomes for children

up as a pirate. However, this is not yet consistently applied to toddlers as activities are not appropriately adapted to meet their learning needs. The childminder is aware that she needs to update her knowledge further in relation to activities with the younger children as they progress through their development.

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and outcomes for children

Children's problem solving skills are suitably fostered in older children as the childminder uses some mathematical language during play activities, which develops their ability to use number and comparative language of size as they draw round a child and name body parts. Children have satisfactory opportunities to learn about living things first hand as they watch a sheep giving birth to a lamb in the field alongside the childminder's garden.

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and outcomes for children

The childminder provides toys that are in good condition and regularly checked for damage and wear. Children make suitable progress in their personal, social and emotional development as the childminder encourages them to choose what they This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 want to play with. This also develops their skills in communication and literacy as they select books and enjoy sharing them with the childminder. Older children enjoy opportunities for mark making with crayons and paint. Children develop appropriate numeracy skills as they play with resources, such as, jigsaw puzzles, shape sorters and by counting. Children are beginning to learn about diversity with a few resources that promote positive images and attitudes relating to culture, gender and ability. 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 3 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 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 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 2 The extent to which children make a positive contribution 2 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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