Childminder in Lancashire

Inspection report for early years provision

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Unique reference number EY441675 Inspection date 09/07/2012 Inspector Vickie Halliwell

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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 2012. She lives with her partner and two children aged 13 and six years in Accrington, Lancashire. The whole of the ground floor is used for childminding. There is an enclosed area 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 on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register to care for a maximum of five children under eight years at any one time, of whom no more than three may be in the early years age range. There are currently two children attending in this age group. Children attend on a full- and part-time basis. She also offers care to children over five to 11 years. The childminder is a member of the National Childminding Association.

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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's individual care needs are well met by the childminder, who appropriately promotes most aspects of their welfare, learning and development. Children are warmly welcomed into a safe child-centred environment and demonstrate a strong sense of belonging. They benefit from a well-resourced learning environment which helps them make steady progress in their learning. Although, opportunities for children to learn to value and respect diversity are limited. Partnerships with parents help promote continuity in children's care, although limited information is exchanged in relation to children's learning and development. The childminder's capacity to improve is sound, she is beginning to reflect on her practice, although systems to evaluate the effectiveness of the provision are not fully developed.

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further?

To meet the specific requirements of the EYFS, the registered person must:

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further?

 maintain records required for the safe and efficient management of the setting and to meet the needs of the children, in this instance by ensuring records of children's hours of attendance are accurately maintained (Documentation) (also applies to both parts of the Childcare Register) 23/07/2012

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further?

 increase knowledge and understanding of safeguarding of the procedure to follow in the event of an allegation being made against the childminder or a member of the household, so that an effective safeguarding policy can be implemented (Safeguarding and promoting children's welfare). 23/07/2012 This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 To further improve the early years provision the registered person should:

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further?

 improve the range of resources that reflect positive images of race, culture, gender and disability and provide support so that children have greater opportunities to learn to respect and value differences  take further steps to help prevent the spread of infection, in this instance by improving the arrangements for nappy changing and sleep times  provide greater opportunities for parents to share what they know about their child's learning and development when children start and provide parents with information about their child's achievements and progress  implement a system of self-evaluation to identify strengths and priorities for development that will improve the quality of the provision for children

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the early years provision

Children are adequately safeguarded. The childminder has completed relevant training and is able to implement appropriate procedures to protect children from possible harm. However, the childminder is not fully aware of the procedure to follow in the event of an allegation of abuse being made whilst children are in her care which is a breach of a specific legal requirement. Although she is clear that she would seek advice from Ofsted. All adults living on the premises have undergone checks to ensure their suitability, which further safeguards children. The childminder is mindful of children's safety both within her home and whilst on outings. Written risk assessments are completed and appropriate action is taken to minimise hazards, consequently, children play safely. The childminder uses the available space and resources effectively to meet children's needs and children benefit from a welcoming and stimulating child centred environment.

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the early years provision

The childminder has only recently commenced minding and is committed to the continued development of her service. Since registration she has completed several relevant training courses to raise her awareness of story sacks, inclusion and changes to the Early Years Foundation Stage. The childminder is beginning to reflect on the service she provides and has enrolled to complete a nationally recognised early years qualification. However, systems to fully evaluate the effectiveness of the provision are not yet established. Most records required for the safe and efficient management of the provision are satisfactorily maintained. However, some records of attendance are not dated and actual hours of attendance are not clearly recorded for a small number of children. This is a breach of a specific legal requirement.

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the early years provision

The childminder provides an inclusive service; all children are warmly welcomed and the childminder is a positive role model who naturally encourages children to respect one another. Parents are adequately informed about the childminder's provision; they are encouraged to read written policies and procedures at admission and engage in regular discussions with the childminder. Details of children's care needs and routines are provided verbally. However, systems for This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 parents to share details of their child's learning and development are not fully developed. In addition, limited information is provided for parents in relation to their child's achievements and progress towards the early learning goals. Partnerships with other providers who also deliver the Early Years Foundation Stage to children in the childminder's care are not fully developed; consequently

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the early years provision

the childminder is unable to demonstrate continuity in children's learning and development.

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and outcomes for children

The childminder appropriately promotes most aspects of children's welfare; consequently children are safe, happy and enjoy their time with her. Children are developing strong attachments with the childminder which help them feel secure. As a result, young children are quickly reassured by the childminder and demonstrate a clear sense of belonging. Babies who become unsettled are patiently and lovingly comforted until they settle. Most aspects of children's good health are well promoted. Children are encouraged to develop healthy eating habits; fresh fruit and raisins are continually available for snacks. Menus are planned in advance and shared with parents to ensure children enjoy a varied diet. Young children benefit from regular walks in the fresh air and sunlight and their physical development is well supported by the childminder. For example, babies are provided with sturdy furniture and equipment so they can pull themselves to

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and outcomes for children

standing. Once able to stand babies are encouraged to explore table top activities and are richly rewarded with celebratory cheers and clapping as they practise and refine their walking skills. However, arrangements for changing nappies are not appropriate, as children are changed on the large blanket they play on. Furthermore, whilst individual blankets are provided for babies and children at sleep time, individual fitted sheets were not provided for the children to lie on in the travel cot.

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and outcomes for children

Children are active and inquisitive learners, who enjoy a good range of age and developmentally appropriate activities and experiences. For example, children enjoy painting, before moving on to mould and manipulate the play dough. Children have very good opportunities to explore a range of textures, such as foam and jelly. Mark making is introduced as very young children make patterns and marks in a wide range of textures, initially with their fingers before the childminder introduces a brush. Children benefit from a stimulating and accessible learning environment. Many play materials are stored at low level, consequently children are able to make meaningful choices from a very young age. Children's time within the childminder's home is complemented by regular outings to local groups where children have the opportunity to explore additional resources and develop their social skills as they interact with their peers. Regular trips to places of interest,

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and outcomes for children

including local parks and the duck pond, help raise children's awareness of the community in which they live. The childminder is a positive model who generally helps children develop a positive attitude towards others. However, resources that reflect positive images of race, culture, gender and disability and help children learn to value and respect differences are limited. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Systems to record and monitor children's learning and development are emerging. The childminder completes regular observations which highlight children's capabilities in each of the areas of learning. Next steps are identified, although these sometimes focus on the activity rather than the next steps in children's learning. The childminder is beginning to monitor children's progress towards the early learning goals. However, systems to identify children's starting points are not

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and outcomes for children

yet established, consequently, it is difficult to accurately monitor the progress children are making. Records of children's learning and development are well presented and supplemented by regular photographs. The childminder is mindful of children's interests which are woven into the daily routine. For example, when children start to make animals sounds appropriate play experiences are provided and the childminder sings' Old MacDonald has a farm'. Children's interest is further enhanced by a trip to a local farm. 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: Not Met (with actions)

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Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Not Met (with actions)

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Annex B: the Childcare Register

The registered provider does not meet the requirements of the compulsory and or voluntary part/s of the Childcare Register.

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Annex B: the Childcare Register

To comply with the requirements of the compulsory part of the Childcare Register, the registered person must take the following action/s by the specified date:

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Annex B: the Childcare Register

 take action as specified in the Early Years section of the report (Records to be kept) 23/07/2012

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Annex B: the Childcare Register

To comply with the requirements of the voluntary part of the Childcare Register, the registered person must take the following action/s by the specified date:

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Annex B: the Childcare Register

 take action as specified in the Early Years section of the report (Records to be kept) 23/07/2012

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