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 make good progress in their learning and development, underpinned by varied activities and outings, along with positive interaction with the childminder.  The childminder shows a strong commitment to developing and improving his practice further.  The childminder has very good relationships with parents. They keep each other informed about the children's welfare and work together to meet their development needs.  The childminder provides a stimulating and spacious environment for children with activities that capture their interests.  Children are happy, motivated and keen to learn. They are curious and independent and have good relationships with the childminder and each other.

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It is not yet outstanding because

 The childminder's knowledge of some aspects of the seven areas is less secure although his natural understanding of how children learn does generally support their learning and development.

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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 discussed the training the childminder has completed and viewed training certificates.  The inspector observed the interaction between the childminder and the children.

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Inspection activities

 The inspector looked at the paperwork kept by the childminder to ensure the safe and efficient management of the setting.

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Inspection activities

 The inspector also took account the views of parents recorded in parent questionnaires and feedback sheets.

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Information about the setting

The childminder was registered in 2012 and lives with his wife and two adult children in the Much Hoole area of Preston. The premises are within easy reach of public transport, shops, parks, schools and community resources. The provision is registered on the Early Years Register and both parts of the Childcare Register. The whole of the ground floor and one room on the first floor are registered for childminding. There is a fully enclosed outdoor play area to the rear of the property. There are contingency plans in place to call on another registered childminder in the event of an emergency or sickness. The ground floor is easily accessible; toilet facilities are located on this level and the first floor. The childminder works alongside another registered childminder. There are currently five children on roll in the early years age range.

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

 strengthen the existing knowledge of the Early Years Foundation Stage framework with particular regard to the seven areas of learning, in order to more effectively assess where children are in their learning.

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who attend

Children are able to make good progress with their learning and development while in the care of the childminder. He creates a stimulating environment, so that they can access many activities that sustain their interest. Children develop strong social skills from an early age and play contentedly alongside each other. The childminder has a competent understanding of how to support young children's learning. He is particularly successful at developing children's speech and language skills because he takes time to speak with children and listen to what they have to say. Children hear clearly spoken words and the childminder provides a commentary to activities, so that they acquire new vocabulary. The childminder introduces words to describe number, shape, and measurement through everyday activities. For example, they count the stars they make out of play dough and talk about shapes.

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who attend

The childminder makes regular perceptive observations of children's achievements. He mostly uses this information effectively to plan the next steps for each child. The childminder is beginning to share some ideas with parents about how they can support learning at home. However, these links are not fully established yet because the childminder is still learning about the seven areas of learning and development. Children thoroughly enjoy selecting activities, which stimulate their imagination and creativity. They are encouraged to make their own choices and access resources, promoting their independence.

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who attend

Outings into the community are a key feature of the weekly plans. Children regularly socialise with others and visit places to extend their understanding of the world. For example, they enjoy story time when they visit the local library and make friends with other children as they attend 'messy play' mornings and other toddler groups.

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who attend

The childminder demonstrates an excellent understanding of how boys and girls learn differently and adapts his plans to support individual learning styles. For example, he uses the outdoors as a learning environment because he knows that his key children learn best when they are outside. This means that children's individual learning needs are met. The childminder is able to support children with special educational needs and/or disabilities because he has attended a course and recognises the importance of working with other professionals to support them.

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

Children enjoy a warm and close relationship with the childminder. They are settled and comfortable in his care. For example, they seek reassurance from him when visitors arrive and soon become confident and self-assured once they have been introduced. The childminder knows children's routines very well. For example, he reacts positively to cues from them when it is time to sleep. He talks and sings rhymes to them when they become tired, so that they feel reassured during familiar routines. The childminder is a good role model in the calm and consistent way he approaches behaviour management. As a result, children behave well and are learning social skills, such as turn taking and good manners, in readiness for later life in school.

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

All children are well supported in developing their self-care skills, for example, they independently wash their hands before snack time. They learn about the importance of physical activity as they participate in a range of play opportunities, such as moving to music and using large play equipment. The childminder makes good use of local venues, such as playgrounds and a local nature reserve, to extend the options for outdoor play. Children are gaining a secure understanding of safety issues. For example, they learn how to safely negotiate large climbing equipment at the playground. They develop positive attitudes to healthy eating since the childminder offers nutritious meals and snacks. Children sit sociably at the table for meals, carefully supervised by the childminder.

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

Children are confident to explore different areas of the home, where the childminder sets out stimulating activities, such as play dough. The resources are accessible, of good quality and cover most areas of learning well. Children's early investigative skills are promoted through the use of a range of resources and activities, such as exploring the textures of paints, sand and water.

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

Resources to encourage children to think about and respect different cultures and beliefs are sensitively included in the learning environment. Plans indicate that it is a priority to introduce multicultural celebrations and various events, such as Chinese New Year to develop children's understanding of different countries traditions.

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provision

The childminder demonstrates a strong commitment to developing his practice through further training. For example, he is currently working towards a level 3 qualification and works closely with his local authority development worker to identify areas for development. The childminder has a good understanding of his responsibilities to meet the Early Years Foundation Stage requirements, but is not yet conversant with all of the aspects of the areas of learning and development. This means that assessment arrangements are not yet fully embedded and can be too time consuming. The childminder has plans in place to attend a training course to further develop his understanding in this area.

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provision

Strong policies and procedures are in place to support children's well-being and safety, including clearly written risk assessments for his home and outings. The childminder has a very good knowledge of how to protect children in his care from harm. He has undertaken safeguarding training and is well aware of the local child protection procedures if he has concerns.

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provision

The childminder has good links in place with other settings children attend. This enables him to work closely with them. As a result, there is continuity in meeting children's care and learning needs. The childminder provides effective information to parents about his service and their children. For example, he uses an interactive system to share regular information with parents about their child's progress and provides supportive information, so that they can extend their learning at home.

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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 EY444423 Local authority Lancashire Inspection number 793206 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 8 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:

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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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