Childminder in Lancashire

Inspection date

Previous inspection date 16/10/2012 16/10/2008

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early years provision

This inspection: 2 Previous inspection: 3 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 are supported to acquire good communication and language skills, develop their physical, social and personal skills and therefore, all children make good progress in their learning in the prime areas of learning.  The childminder is a good role model and relationships are strong, children's behaviour shows that they feel safe and secure in the setting.  Arrangements for safeguarding children are well-embedded and clear policies and procedures are implemented consistently.  Partnerships with parents are highly effective and contribute to children's learning and development both when with the childminder and when at home.

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It is not yet outstanding because

 An astute and targeted programme of professional development is not sharply focused, in order to consistently improve the childminder's already good knowledge and practices in delivering the Early Years Foundation Stage.  Self-evaluation is not yet well documented to strongly improve achievement for all children over a sustained period of time.

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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 main lounge.

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Inspection activities

 The inspector spoke with the childminder at appropriate times during the inspection and while observing children.

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Inspection activities

 The inspector looked at children's learning journeys, planning documentation and a selection of policies and procedures and children's records.  The inspector took into account the views of parents.

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Information about the setting

The childminder was registered in 1984. She lives with her husband in the Burnley area of Lancashire. The rear lounge and dining kitchen are used for childminding. Children do not generally access upstairs, apart from the bathroom facility. There is a fully enclosed front garden for outside play.

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Information about the setting

The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. There are currently eight children on roll and of these two children are in the early years age range. The setting provides care during all week days, all year round. The childminder is a member of the National Childminding Association.

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

 extend the programme of professional development and the evaluation of practice to consistently improve understanding and knowledge in delivering the Early Years Foundation Stage programme

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

 develop the self-evaluation system further, in order to maintain and strongly improve all children's achievements over a sustained period of time.

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who attend

Children are happy and content with the childminder. They have access to a range of interesting and challenging experiences to support their learning and development needs very well. The childminder has a secure knowledge of the seven areas of learning. Children are well supported in their prime areas of development to gain skills ready for their next stages of learning. For example, they make choices about what they want to play with and ask the childminder for a specific toy. Children develop their imagination and enjoy role play activities with the 'play bus' and 'play people'. They use a shopping bag containing different foods, developing their independence as they set the table with cups and plates. They also serve the play foods to the childminder. Children learn new words as they name different fruits and are supported in language and communication skills as they follow instructions and repeat words. They begin to understand about numbers and can

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who attend

count independently to 10. They correctly count grapes that have been cut in half. Children respond to positive praise and encouragement as they achieve tasks and feel good about themselves.

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who attend

Children enjoy familiar stories and can point out familiar objects and characters in books. They relate stories to some of their own personal experiences. These include splashing and jumping in puddles when outside and putting mud on the carpet. Children respond to animal noises and repeat words and actions that they are familiar with. They use signing as a form of communication and sign when welcoming each other while saying the spoken word. Children show confidence in the routines and are well settled and secure. They show concern for people who are special to them and build positive relationships with other children at activity groups. They express their own feelings when they are uncomfortable, happy or cross. Children understand more complex sentences when asked questions and have understanding of concepts, such as big and little.

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who attend

The childminder's practice is effective and observation and assessment procedures are focused. The childminder plans for individual children in response to the information gathered from parents when the children first start with the childminder. Each child has a 'learning journal' and the childminder has detailed knowledge of children's current and future learning and development needs. All children are involved in activities and are fully motivated in their play. All children are progressing at their expected level of development and in some areas, are above their expected level.

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who attend

Partnerships with parents are effective and make a good contribution to meeting all children's needs. The childminder discusses children's learning and progress and sends home a daily diary sheet to keep parents up to date on what their children are doing and to enable them to extend the learning at home. Parents can view the learning records and look at photographs, paintings and crafts. The observations and future needs are linked to the areas of learning and target all children, so that they are prepared for their next stage.

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

The childminder is skilled and sensitive to support children to form strong, secure emotional attachments. These provide a base to promote their personal, social and emotional development. For example, they begin to express their own personal needs when feeling uncomfortable or wanting a drink. Children respond confidently to lots of positive interaction from the childminder as she praises them when they carry out any tasks independently. Children cooperate with personal care routines and understand the importance of hand washing and having their nappies changed. Children are happy and enjoy their time at the childminder's home. They respond happily to lots of attention and affection. They express their own wishes as they choose from the range of toys provided for them.

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

Children develop their self-help skills as they get the grapes from the fridge, help to wash them at the sink and participate in daily routine tasks to support their independence. They become sociable as they meet with other children and adults at the play centres, the library and when swimming. Children's health needs are well met through regular exercise, including walking, active play at the park and swimming pool. Children have easy access to regular drinks and they are safe, warm and comfortable. All children's dietary needs are known and they are provided with healthy snacks and nutritious meals. Children learn about safety aspects as they are reminded to tidy away toys, so that they do not trip and fall. They learn about fire safety and practise regular fire drills. Children know about keeping safe when on the roads and in the car; by walking close to the childminder, sitting in car seats and listening to the childminder's rules and boundaries.

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

The childminder plans her activities according to individual children's needs and wishes. She observes them during their play to ensure that their physical, personal, social and emotional development is promoted. Children learn about sharing, using manners and understand the importance of good behaviour to develop their social skills. They learn from the use of positive language as they delight in praise and encouragement. Children are able to express themselves confidently during their play. As a result, the childminder can recognise through role play how children are feeling. Children's behaviour is well managed in accordance with their understanding and level of development. They learn the differences between right and wrong because the childminder is a good role model for them.

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

Parents have access to organisational policies and procedures and know what to do if they have any concerns. They comment very positively through questionnaires and verbal feedback. For example, they enjoy the homely environment and that the childminder teaches lots of skills. Parents feel that their children are well looked after, safe and secure. A result of effective partnerships with parents ensures that children's learning and progression is enhanced.

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provision

The childminder has a good understanding of the areas of learning. Planning, observations and assessments are accurate and evidence children's skills and abilities to progress to their early learning goals. The childminder demonstrates a clear understanding of her responsibilities to meet the requirements of the Early Years Foundation Stage. Organisational policies and procedures are implemented effectively and maintain children's safety and well-being. All health and safety systems are in place and the maintenance of the premises and the risk assessment procedures are effective. The arrangements for safeguarding children are well embedded and the childminder is sensitive to any events or changes that may affect their safety. Immediate action is taken to address concerns through child protection agencies and notification to Ofsted.

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provision

Self-evaluation of practice continues to develop in line with all children's achievements to ensure that this fully reflects the childminder's understanding of the strengths in her practice and the areas she has identified to improve. In discussion the childminder shows an interest in further training to consistently improve her current knowledge and understanding of her practice. Children's needs are clearly identified through effective partnerships with parents, other professionals and local authority support networks. Parents are consulted every day and are fully aware of their child's progress through learning journals and daily diary sheets. 'All about me' information is gathered from parents at the start of the care and this information is used by the childminder, in order to plan, observe and assess children's learning. There are links with local schools, nursery schools and development workers. This ensures that children are fully supported and no

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provision

child is disadvantaged. Any gaps in their progress are narrowed.

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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 307821 Local authority Lancashire Inspection number 818819 Type of provision Childminder Registration category Childminder Age range of children 0 - 11 Total number of places 6 Number of children on roll 8

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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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