Childminder in Lancashire

Inspection date

Previous inspection date 11/10/2012 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

 Children's language development is given a very high priority as the childminder skilfully develops and extends vocabulary.  The quality of observation, planning and assessment provides interesting and stimulating activities that engage children and enables them to make good progress.  Children are happy, inspired and enthusiastic to learn. They have a secure attachment with the childminder and good relationships with each other.  The childminder is dedicated to her role and the children. She seeks all opportunities for further professional development to improve her practice.

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It is not yet outstanding because

 The system for self-evaluation does not always take into account the views of parents and children.

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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 two main rooms used for childminding.

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Inspection activities

 The inspector spoke with the childminder at suitable points throughout the inspection, made observations and spoke to children present.

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Inspection activities

 The inspector looked at children's learning journeys, planning documentation and a range of other records, policies and procedures.

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Information about the setting

The childminder was registered in 2012. She lives with her husband and their two children aged eight and six years. They live in the village of Inskip, Lancashire, close to local shops, parks and schools. The whole of the ground floor is available for use, along with the bathroom and two bedrooms upstairs. There is an outdoor area available for play. The childminder is able to take and collect children from local schools and pre-schools.

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Information about the setting

The childminder is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. There are six children on roll, of whom three are within the Early Years Foundation Stage. The childminder also offers care to children aged over five years.

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

 review the system of self-evaluation to ensure that the views of children and their parents are regularly included.

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who attend

Children are cared for in a safe and secure environment where all children and their parents are welcomed. The childminder has a good understanding of the Early Years Foundation Stage and the seven areas of learning. She has implemented an effective system to observe, assess and plan for individual children. Their 'learning journey's' contain accurate information, including annotated photographs and observations. They clearly identify the next steps for each child, in order to plan a good range of challenging and purposeful play and learning opportunities that meets their individual needs. For example, young children are eager to get to the ball pool. The childminder set out different materials and cushions for them to manoeuvre and hopefully crawl over while encouraging them to make their way to the ball pool. This promotes their physical development and ensures that the play and learning opportunity is meaningful. Children

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who attend

are developing good communication and language as the childminder uses effective methods appropriate to their age. For example, she continually talks to the babies, describing what they are doing and what is happening. This helps the infants to link words to actions. The childminder always responds to their early babble and gurgles, resulting in babies squealing with delight and therefore, communicating back to her.

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who attend

The organisation of each day and the presentation of toys and resources enable children to make independent choices of what they would like to play with and how they spend their time. For example, children move freely from the ball pool, to the books then over to the crayons on the table. They benefit from opportunities to access fresh air and explore nature as they splash in muddy puddles, grow sunflowers and dig in soil to see what they can find. Consideration is made to the planning of the environment to provide children with opportunities to access toys and resources across all areas of learning. In addition, the childminder responds to children's personal interests, for example, by decorating different flags after a recent church parade. Children have good access to a broad range of books, which they can access independently from the attractive book area. In addition, they all sit comfortably together

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who attend

to look at pictures within books and read stories; enhancing these with the use of soft toys and puppets. There are good opportunities for mark making and exploring different textures as children enjoy making patterns with crayons, in shaving foam and playing in jelly. Young children are being introduced to number as they sing nursery rhymes and count in play, for example, 'one, two, three go!' Children are becoming confident with technology as they use electronic cars, play with telephones and engage with toys that light and flash.

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

The childminder promotes a calm and caring atmosphere where children develop positive relationships with her. Her warm approach has helped children to settle quickly, feeling safe and secure. The childminder takes time getting to know the children and adapts the settling-in process when needed. For example, she recognises that some infants require more visits with their parents and ensures that they are given ample time to seek comfort from herself before feeling ready to engage in play.

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

Children have good opportunities to develop their personal, social and emotional skills as the childminder takes time getting to know them. She understands the importance of secure attachment, in order for the children to feel safe and secure in her care. Consequently, children are confident and happy within the setting. Realistic rules and the consistent management of behaviour means that children begin to understand what is expected of them. For example, children are encouraged to take it in turns with toys and equipment. Children's self-esteem and confidence are promoted because the childminder celebrates their achievements and positive behaviour.

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

Children's health is well promoted and they are encouraged to implement healthy practices, for example, washing hands before eating and infants taking regular sleeps in line with their individual routines. The childminder is aware of children's individual health or dietary needs and maintains clear records, policies and procedures to ensure that these are addressed appropriately. Children have regular access to the outdoor area and fresh air as they build sandcastles, use sit and ride toys, go on walks in the local community and visit the local park.

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provision

The childminder has a good understanding of her role and responsibilities with regard to the safeguarding and welfare requirements of the Early Years Foundation Stage. A range of secure policies and procedures are in place to ensure the safety and well-being of children. A programme of professional development is being implemented as the childminder currently seeks training opportunities to further improve her knowledge, understanding and practice. She also shares and seeks professional knowledge by attending local cluster meetings. Partnerships with parents are strong and effective systems means that they and their children can build positive relationships with the childminder. Parents are kept fully informed of any changes, such as sleeping or feeding routines and the impact that this may have had. Consequently, the childminder gains an accurate understanding of children's individual care and learning needs. Parents provide feedback on their

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provision

satisfaction and positive comments about the ways in which they are kept informed and how well their children have settled at the setting. They are provided with a range of useful information on their children's individual learning and have access to the policies and procedures and comprehensive daily dairies. In addition, the childminder provides daily verbal updates on what the children have been doing each session.

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provision

The childminder has begun to develop positive relationships with other providers and professionals, in order to support children. For example, links with local toddler groups to provide children with larger social groups and ultimately aid the transition to school. The childminder has developed her skills in self-evaluation as strengths and areas for improvement have been identified, such as increasing the messy play resources. A strategy for the effective implementation of a self-evaluation system is thorough, although, there are some missed opportunities to fully ensure that parents and children feed into this. Consequently, the capacity for continuous improvement is positive.

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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 EY444763 Local authority Lancashire Inspection number 791351 Type of provision Childminder Registration category Childminder Age range of children 0 - 11 Total number of places 5 Number of children on roll 6

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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:

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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.

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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

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’.

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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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