Childminder, Out-of school day care in Lancashire

Inspection date

Previous inspection date 03/10/2012 Not Applicable

p.1

early years provision

This inspection: 2 Previous inspection: Not Applicable How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

p.1

This provision is good

 The childminder effectively meets each child's unique care needs in a safe, secure and caring home. A strong partnership with parents and carers and a very strong induction process enables children to settle well.  The childminder effectively promotes children's good health. She keeps her home safe and clean and regularly steam cleans toys. Babies sleep very comfortably in cots, which is good for their bone development, at times discussed and agreed with parents.  The childminder searches for information on the internet to improve her knowledge and understanding of child development and uses the findings of research to improve her practice.  The childminder makes good use of specialist equipment, such as a 'tummy turntable', to promote and support the physical development of babies. This enables them to gently and comfortably spin round on their upper bodies while exploring lots of squeaky, crinkly, tactile fun.

p.1

It is not yet outstanding because

 The beneficial systems for obtaining ongoing information from parents about children's learning and development at home are not fully embedded.

p.1

Information about this inspection

Inspections of registered early years provision are scheduled:  at least once in every inspection cycle. The current cycle ends on 31 July 2016  more frequently where Ofsted identifies a need to do so, for example where provision was previously judged as inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage; or where assessment of the provision identifies a need for early inspection  prioritised for inspection where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

p.2

Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

p.2

Inspection activities

 The inspector observed activities in the living room and lunch time in the dining area of the kitchen.

p.2

Inspection activities

 The inspector looked at children's records and learning journeys, planning documentation and policies.

p.2

Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the observations.

p.2

Inspection activities

 The inspector also inspected two bedrooms and a bathroom on the first floor and the rear garden.

p.2

Information about the setting

The childminder was registered in 2012. She lives with her husband and two children aged three years and 15 months in Leyland. She uses the whole of the ground floor and a first floor bathroom and bedroom for childminding purposes. Children have access to the garden for outdoor play. The family has a pet cat. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She cares for children on weekdays from 7am to 6pm, all year round. She currently has two children on roll, of which one is in the early years age group. She walks or transports children in a car to toddler groups and local schools.

p.2

To further improve the quality of the early years provision the provider should:

 build on the partnership working with parents to extend the ways they can contribute their views about children's learning.

p.3

who attend

The childminder offers interesting and challenging experiences that meet children's needs from their first day. She is able to do this because parents contribute to initial assessments of children's starting points. This provides an accurate assessment of children's prior skills, knowledge and understanding. A 'weekend book' is provided to encourage parents to exchange ongoing information about their child's learning at home. This is beginning to provide some useful information for inclusion in the planning of activities. Parents are kept well informed about their child's progress and how to support learning at home. Every week, the childminder sends each child home with a 'book of the week', which she has been reading. Parents are encouraged to read to their child at home. For young children, this links the childminder's home to the child's home as everyone shares literacy experiences. The childminder bases her practice on a secure knowledge and

p.3

who attend

understanding of how to promote the learning and development of young children.

p.3

who attend

Children's good progress in the prime areas of learning ensures they have the key skills needed for the next steps in their learning, including other settings where appropriate. Babies display the characteristics of effective learning. They are keen to investigate items placed in front of them, for instance, they use their fingers to repeatedly scratch the ridges on the base of a pan. The childminder encourages babies to make and listen to different sounds. She attaches rattles to their feet and wrists. This encourages their physical development as they begin to purposefully move their arms and legs to make sounds. The childminder acknowledges and sometimes gives meaning to their babbles, which enables babies to practise and develop speech sounds. Children are effectively supported in the acquisition of communication and language skills and in their physical, personal, social and emotional development. Babies awareness of number is raised as the

p.3

who attend

childminder counts their fingers and toes and sings counting songs. She also counts in Spanish and French, which raises their awareness of other languages. She purposefully promotes the cultural awareness of babies by singing songs in a range of cultures and languages, including German and French.

p.3

The contribution of the early years provision to the well-being of children

A very thorough induction process for new children helps them to settle well and feel secure. For example, the childminder finds out as much as she can from parents about children's likes, dislikes and routines. She collects this information when the child and parents come to visit her and when she goes on outings with the family. She takes care to use the information to provide routines that are familiar and comforting to babies. Each child's individual health, physical and dietary needs are met to a high standard. For example, babies' bottles of milk are made fresh as required and the weaning process carefully follows the requests of parents. The childminder is very conscious of safety and tries one new food at a time so she can detect any allergies that may occur. Babies nutritional needs are well met as they taste new foods, such as porridge, mashed banana and pureed carrot. The childminder effectively promotes healthy lifestyles. Babies sleep

p.4

The contribution of the early years provision to the well-being of children

very comfortably in cots at times discussed and agreed with parents. Therefore, each child sleeps according to their individual needs and parents' wishes.

p.4

The contribution of the early years provision to the well-being of children

Children play in a stimulating, well-resourced and welcoming environment, which supports their all-round development and emotional well-being. When on the floor, babies lie on a specialist rotating baby turntable, which raises their face off the floor so they can see to explore sensory mats. Babies have good access to toys with buttons that activate sound and light. The childminder gives a high priority to the safety of children. Babies demonstrate that they feel safe and secure with the childminder as they happily investigate items. Their early investigative and curiosity skills are promoted through the use of a wide range of resources, including treasure baskets filled with different items, such as soft bristle brushes, wooden and metal household items. The childminder encourages babies to understand the world; she takes them out in the pram to view their surroundings. Regular outings to the toddler group are purposefully planned to help

p.4

The contribution of the early years provision to the well-being of children

babies to develop confidence and independence as they become aware of others. This helps them to prepare for the next stage in their learning, such as nursery or school.

p.4

provision

The childminder follows clear procedures and maintains accurate records to keep children safe, protected and supported. She has a good awareness of child protection gained through recently attending a workshop. She demonstrates a clear knowledge of the indicators of abuse or neglect and how to work with other agencies. She regularly reviews her clearly written risk assessment to ensure hazards are kept minimised. Every day, the childminder visually checks her home is suitable and safe for children. She steam cleans all her toys and equipment, every month, to ensure good hygiene.

p.4

provision

Since registration, the childminder has made very good progress to develop a service that effectively meets the unique needs of babies and young children. Most of the childminder's plans for improvement are self-identified but she is open to the views of parents. She demonstrates her drive for improvement by searching the internet to improve her knowledge, understanding and practice. She uses the findings of research to improve her practice. For example, she has printed and laminated bold patterns in red, black and white, which she hangs near babies. This is after reading research about the development of babies vision. She has also purchased books with black and white pictures, which she reads with babies. The childminder meets regularly with other childminders to discuss childcare related issues. Currently, there are no children who attend other early years provisions. However, the childminder demonstrates a strong commitment to working in

p.4

provision

partnership with other settings when the need arises to support children's continuity of care and learning.

p.5

provision

Parents access good quality information about the setting through informative policies. They receive plenty of information about their children's care and daily activities verbally, written in a daily diary and when reading their child's learning journey file. Children make good progress due to the childminder's secure understanding of the learning and development requirements. The childminder provides an educational programme that effectively covers the seven areas of learning. She also fully understands and meets her responsibilities in relation to the safeguarding and welfare requirements of the Early Years Foundation Stage.

p.5

The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

p.5

Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

p.5

Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not Met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

p.6

Inspection

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

p.6

Setting details

Unique reference number EY441952 Local authority Lancashire Inspection number 794272 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 4 Number of children on roll 2

p.6

Name of provider

Date of previous inspection Not applicable

p.6

Telephone number

set out in the guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

p.6

Type of provision

For the purposes of this inspection the following definitions apply:

p.7

Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

p.7

Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

p.7

Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises that are usually their own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

p.7

Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. 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,

p.7

Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, 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. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

p.8

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.8