Childminder in Blackpool

Inspection report for early years provision

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Unique reference number EY434017 Inspection date 17/07/2012 Inspector Elisia Jane Lee

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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 and lives with her husband, her mother and two children aged 13 and three years in Blackpool, Lancashire. The whole of the ground floor of the childminder's house is used for childminding as well as the bathroom on the first floor. There is a fully enclosed garden for outside play. The childminder lives close to local schools, shops and parks. The childminder attends local toddler groups.

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Description of the childminding

The childminder is registered to care for a maximum of five children at any one time, of whom no more than two may be in the early years age range. She is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder receives support from the local authority and 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 good.

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The overall effectiveness of the early years provision

Children's welfare and learning needs are successfully promoted which allows children to make good progress in their learning and development, through a wide range of enjoyable activities and interesting age-appropriate resources. Detailed observation and assessment systems are in place to meet children's individual care and developmental needs. Children are valued as unique individuals and a high regard to inclusive practice is shown throughout the setting. Children's progress is shared effectively through strong partnership links with other professionals and purposeful partnerships with parents and carers. The childminder uses reflective practice to identify areas for development and is fully committed to self-evaluation to ensure that practice is consistently improving.

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further?

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

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further?

 ensure that information is gained about who has legal contact with a child, and who has parental responsibility for a child (Safeguarding and promoting children's welfare). 31/07/2012

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further?

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

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further?

 use training made available by the local authority and other sources. 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 secure knowledge and understanding of child protection and appropriate procedures, which contribute towards safeguarding children's welfare. Effective policies and procedures have been developed which work well. The childminder undertakes regular emergency evacuations and has developed comprehensive risk assessments which identify potential risks in the indoor and outdoor environment, and whilst on trips and outings. For example, the childminder ensures that the exit doors are kept locked and safety equipment is used, such as socket covers, this ensures that priority is given to children's safety and welfare. The childminder actively promotes safety messages, such as crossing the road safely and using kitchen tools appropriately when children help to prepare meals. She has clear and well-organised procedures for the safe collection of children. However, she has not gained information from parents about who has

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the early years provision

legal contact with the child and who has parental responsibility. This is a breach in welfare requirements.

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the early years provision

The organisation and management of the setting is good with a focus on creating a home-from-home atmosphere whilst improving outcomes for children. The childminder reflects on her practice daily and has self-evaluation systems in place. For example, she identifies which resources need to be purchased and which activities need to be offered to ensure that children remain motivated and interested in learning. Accessing further training opportunities will further improve self-evaluation systems. The designated space and resources are used creatively to support children's learning and development. An equality and diversity policy outlines a commitment to promoting inclusive practice. For example, the childminder has comprehensive knowledge of individual care needs and skilfully observes children to offer effective support and challenge with their developmental needs.

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the early years provision

Meaningful relationships are developed with parents, which support high levels of care and detailed knowledge of children's individual needs. Communication is undertaken through a variety of methods. For example, verbal daily exchanges, text messaging, emails, telephone calls and questionnaires. As a result, the childminder works in partnership with parents to offer consistency of care and routines which improves outcomes for children. The childminder is pro-active in developing links with other professionals. She shares information with other providers, regularly meets with other childminders and has links with health professionals. This shows that she is fully committed to partnership working.

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and outcomes for children

The childminder has well-organised planning systems in place which give children opportunities to experience a range of activities across all areas of learning. The childminder skilfully extends learning. For example, after reading a popular story book she supports children to recall the story, join in with repetitive language, act This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 out scenes from the story and experience sensory opportunities, such as splashing in water or making mud. This allows children to experiment with language, consider different mathematical concepts and develops their creativity through imaginative play. The childminder uses observations to ensure that all areas of learning are reflected upon and planned for. This ensures the childminder has a balanced knowledge and understanding of individual children, and as a result their needs are well met.

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and outcomes for children

Children enjoy a wide range of play experiences and make secure progress in their learning and development. For example, children use a computer, undertake baking activities, and play games, such as hide and seek. This promotes children's language and supports questioning and problem solving, which promotes active learning. Children are greeted warmly at the door and settle well, exhibiting a sense of security. Children's personal, social and emotional development is fostered well due to the positive praise they receive, which promotes their self- esteem and confidence. Their behaviour is good as they listen carefully to the childminder, actively participate in play, independently choose resources and interact with other adults and peers.

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and outcomes for children

A broad range of activities support children's communication, language and literacy skills. For example, children look at books, sing songs and rhymes, visit the library and go on 'listening walks' where children listen carefully to sounds in the environment. The childminder encourages language development by introducing new vocabulary and key words as part of focussed topics. Children's creativity is supported well. For example, children play with musical instruments, dress up in different clothes and attend music and movement sessions. In the outdoors, children play with a wide range of resources including bikes, balancing beams and a playhouse, this supports children in their imaginative play with their peers. Children's numeracy and problem solving is well supported through a range of activities. For example, children play with games and jigsaws, count cars and buses when out on walks, and consider mathematical concepts during baking

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and outcomes for children

activities, such as heavy and light. Children are valued and engage in a range of activities and experiences, which help them to learn about their own and others' customs and gain an understanding of equality and diversity. Children learn how to stay safe through themed activities and discussions. For example, the childminder talks with children about the importance of keeping safe when crossing the road.

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and outcomes for children

The provision of healthy snacks and homemade meals is well organised and children eat fresh fruit and vegetables daily. Consequently children show an understanding of healthy eating and exercising as part of a healthy lifestyle. Children take part in food preparation and learn how to use kitchen equipment safely and learn about the wider world by growing flowers and gardening. Children have good opportunities to use programmable toys and equipment, such as a computer, remote control vehicles, compact disc player and learning laptops. This allows children to gain future life skills and as a result positive outcomes for children are developing well. 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 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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