Childminder in Lancashire

Inspection date

Previous inspection date 08/10/2012 Not Applicable

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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

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This provision is good

 The educational programmes have depth and breadth and the childminder demonstrates a secure knowledge of how children learn, so that they show an enthusiasm for their learning through their play.  Children feel safe and secure with the childminder as they delight in learning and playing in a well-planned, stimulating environment in which they make choices from the wide selection of accessible and open-ended, good quality resources and equipment.  Children are well behaved because the childminder has a consistent approach, explains behavioural expectations and praises children making them feel valued and building their self-esteem and confidence.  The childminder has adopted a committed and enthusiastic approach to her role in meeting children's overall needs, working with parents and by undertaking further training to improve her knowledge and skills in the early years.

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It is not yet outstanding because

 The childminder has not, as yet, instigated fully the procedures for engaging with other providers, in order to make a contribution to meeting children's needs at other settings.

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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.

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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.

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Inspection activities

 The inspector observed activities in the lounge and playroom, viewed the resources and equipment available for the children to support the activities provided.

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Inspection activities

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

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Inspection activities

 The inspector looked at the children's learning journey records, the planning documentation, discussed the basic self-evaluation and viewed a selection of policies, procedures and children's records.

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Inspection activities

 Prior to visiting, the inspector viewed the providers' details, the information regarding the setting and confirmed the registration details of the provider.

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Information about the setting

The childminder was registered again in March 2012. She is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives in a terraced property in the town of Great Harwood, Lancashire, and uses the ground floor of the home for her childminding. She lives with her two children aged nine and 11 years of age.

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Information about the setting

The childminder has completed basic training, including first aid and child protection and regularly updates her knowledge through specific courses, such as food hygiene and safeguarding. She is Nursery Nurse Examination Board (NNEB) trained and has recently completed her BA (Honours) in Early Childhood Development. She attends a childminder group within the local area, including the children's centre. She visits the local shops and park on a regular basis. She collects children from local schools and pre-schools.

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Information about the setting

The childminder currently has eight children on roll. Three are in the early years age group, who attend for a variety of sessions and five who are school-age children, who attend before and after school. She is open all year round from 6.30am to 5.30pm, Monday to Friday, except for family holidays agreed in advance.

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

 assess the arrangements for making links with other settings to further support children's all-round care and education.

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who attend

The childminder has a good, secure understanding of the seven areas of learning to enable her to provide a range of stimulating and interesting activities that meet the needs of the children attending. Children enjoy their learning and are working well within their appropriate ages and stages of development as they take part in both planned and unplanned activities. This means that a balance of adult- and child-led activities is maintained across all areas of learning. For example, topics are planned, such as 'My Family'. Resources that are open-ended and interesting are readily accessible to the children, which means they can decide on their own preferences.

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who attend

Teaching is good as the childminder engages children in conversation, she asks mostly open-ended questions, promotes their thinking and as a consequence, their language skills are being developed. This supports the extension of their vocabulary effectively. Children delight in babbling and talking during their play. They readily count and name colours as they talk about the yellow car. The childminder has a secure understanding and knowledge of the children in her care. Through her comprehensive observation and assessment of their learning and development needs, this enables her to plan for their next steps in their learning. Starting points are identified on entry and the good use of the development tracker allows her to monitor where children are, in order that any gaps can be addressed and they are suitably challenged.

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who attend

Children's social skills are fostered extremely well, as they are gently supported to take turns with the resources. For example, the childminder discusses sharing and provides other similar resources to provide an alternative with younger children. They gain an awareness of safety issues, such as when being fastened into the high chair ready for their snack and at lunch time. Children begin to develop a concept of early mathematics as they count together within the playroom, counting from one to three. They use their imagination in the role play, enjoy sitting with books and develop their listening skills. Children learn that marks carry meaning when observing the written word in books as they access them freely. Through the walks to the park and to other soft play settings, they develop their physical skills and learn about the world around them.

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who attend

Parents are involved in their child's learning and work closely with the childminder. They make contributions to their child's learning journey records and are kept up to date through daily discussions and the communication books. Together, they work to support children's learning and development, both at home and at the childminder's home, for example, their physical and language skills.

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

Children feel safe and secure as the childminder forms secure emotional attachments with them. Their individual routines are followed, for example, eating and sleeping, supporting their emotional well-being. Children show a strong sense of belonging as they move freely, self-select resources and readily seek the comfort of the childminder. Their early exploratory skills are promoted through the accessibility of the resources.

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

They are given opportunities to feed themselves at snack time as they enjoy a healthy balanced diet and develop their independence and self-help skills. The childminder responds warmly to each child and they receive good levels of attention, so that they feel valued and special. Children are learning to share as the childminder supports them to manage their feelings, explaining the need to share. Behaviour is very good. Children use their manners as they listen and respond to the childminder in a positive manner.

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

They are encouraged to develop healthy lifestyles with a strong focus on walks to the park and attending the large play equipment at the local play areas. The childminder's regular outings to the local childminder groups, playgroups and places of interest assist children in developing their confidence, independence and social skills. Through developing these skills, children are being prepared for the next stage in their learning.

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provision

The childminder is very committed to her practice and demonstrates an enthusiasm to her own professional development. She has attended a number of additional courses, including a degree in early years to enhance her practice and develop her skills in childcare. The childminder's understanding and implementation of both the safeguarding and welfare requirements, and the learning and development requirements is strong.

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provision

The childminder is fully aware of her strengths and weaknesses with her systems for self- evaluation being in place. Partnership working with parents is actively encouraged and facilitated through the sharing of information about the setting and the learning programmes. There is a daily two-way flow of communication through diaries and parents are appropriately informed about and involved, in their children's learning.

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provision

The childminder has made some links with other settings to promote continuity in children's learning. However, these are related more to care practices and health needs rather than the educational aspect of children's development. This is necessary to ensure that children's identified areas for development are jointly supported.

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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

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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.

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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.

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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.

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Setting details

Unique reference number EY445653 Local authority Lancashire Inspection number 790644 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

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Name of provider

Date of previous inspection Not applicable

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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.

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Type of provision

For the purposes of this inspection the following definitions apply: 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.

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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.

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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.

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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,

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Type of provision

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Type of provision

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

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