Childminder in Lancashire

Inspection date

Previous inspection date 10/01/2013 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 childminder provides stimulating and challenging activities which engage children and help them to make good progress in their learning and development.  Children make good progress in their early communication skills because the childminder engages them in stimulating conversation.  Children are happy, interested in their activities and eager to try new experiences. They show good levels of independence, curiosity, imagination and positive behaviour.  There is a strong partnership with parents, as the childminder keeps them fully involved in their child's experiences and learning. She gains valuable information from parents about children's learning at home to help meet their individual needs.

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It is not yet outstanding because

 The childminder does not consistently fully use her observations and assessments in planning the next steps in the children's learning. This leads to occasional lack of challenge for children in some activities.  The rear garden is still being developed and does not yet provide a stimulating learning environment where children can explore and make active choices.

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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 children participating in activities and interacting with the childminder.

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Inspection activities

 The inspector discussed with the childminder various aspects of children's care, and the childminder's understanding of how children learn and develop.

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Inspection activities

 The inspector looked at children's learning journals, planning documentation, a selection of policies and children's records and the childminder's self-evaluation form.

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Information about the setting

The childminder was registered in 2012 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with husband, children aged six and three years in a house in Fulwood, Preston, and uses the whole of the ground floor and the rear garden for childminding.

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Information about the setting

She attends a childminder group and the local children's centre and is a member of the local childminder network. She collects children from the local schools and pre-schools.

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Information about the setting

There are currently four children on roll, all are in the early years age group, who attend for a variety of sessions. One is a school-age child who attends before and after school. She is open all year round from 7.30am to 6pm Monday to Friday, except for family holidays.

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

 ensure children make the best possible progress by taking account of all available information, including observation and assessment to plan consistently challenging next steps in learning

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

 develop the outdoor environment further to provide a wider range of stimulating and interesting activities that children can explore and make more active choices.

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who attend

The childminder is skilled at following the children's lead and encouraging them to make choices. For example, she sets out a good variety of toys and resources in the lounge area, to encourage children to initiate their own play and follow their own interests. As a result, children are engaged in active learning. They develop their imagination playing with gloves and hats, dressing up clothes and dolls. During this type of play the childminder is effective in supporting children's learning and interest, for example, by suggesting children match the gloves and put them into the basket. As a result, children continue to experiment with the range of dressing up clothes and extend their play. Babies play with interactive toys, which develop their interest in simple technology. The childminder effectively includes all children by changing activities slightly to make them suitable and stimulating. For example, the trains with small wheels were substituted for a larger one to

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who attend

be sure it was safe and easy to handle for babies.

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who attend

The childminder makes observations of children's achievements across the learning areas using guidance to good effect to chart their progress. She uses these as the basis of a learning journal for each child. The journals demonstrate that the childminder is skilled at making accurate observations of children's achievements. This means she gradually tailors children's activities to help them achieve their next steps through planned activities. However, occasionally the plans for their next steps are made without making full use of the information gained from her observations and assessments. Therefore, although children are making good progress, the plans do not consistently challenge children to help them make optimum progress in their learning.

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who attend

Children learn about the differences between warm and cold. For example, the children enjoy exploring the trays of ice cubes and a hot water bottle. They develop their physical skills as they manipulate the slippery ice cubes to examine and count them. Collecting all the cubes required concentration and patience. Consequently, the children learn that perseverance results in achievement and pleasure. This is a purposeful, planned adult-led activity that encourages children to explore and learn about the world effectively. Children learn about different cultures as they use everyday words in other languages. For example, aqua for water.

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who attend

During these types of activities the childminder also places a strong focus on extending children's communication skills. For example, she extends children's vocabulary by giving the correct words to describe what they see and feel. For example, as their cold hands were warmed by the hot water bottle the childminder repeatedly held children's hands and compared which was warmer. She models language for thinking, such as 'I wonder', and 'What do you think?' This rich interaction engages children in conversation and helps to develop their understanding and use of language and mathematical ideas.

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who attend

She gathers information at the start of the placement to ensure she can meet the children's individual needs in terms of daily routines and dietary requirements. The childminder shares information about the children on a daily basis. This means parents are always aware of how their child's day went and how well their children are progressing. Parents respond to reports of the children's achievements by making comments in the communication book to further support this aim.

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

Children are developing a good understanding of the importance of living a healthy lifestyle. They eat healthy snacks, such as fruit and vegetables, and drinking water is available to them all day. Meals are varied and include a variety of food groups, including lots of vegetables. The childminder supports the young children's good health well, by encouraging them wash their hands regularly, such as after nappy changes and messy play. They receive regular outdoor physical activity on outings and in the spacious back garden. Children play on grassed and decked areas and freely move indoor resources outside. However, the outdoor area is not yet fully equipped to allow children to make wider choices, to further extend active learning.

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

Children are happy and settled in the care of the childminder. The environment is well organised indoors so that children can choose the toys they want to play with. This helps them to develop their independence and encourages them to explore the different toys and activities. The childminder supports children to become confident learners, encouraging them to develop new skills. Children spend most of their time absorbed in play because of the interesting variety of books, toys and activities on offer. They are engaged and stimulated and consequently, their behaviour is good. They learn to play well with each other, sharing the toys and taking turns. The childminder effectively supports children's self-esteem by rewarding them with lots of praise and encouragement. They regularly visit local toddler and childminding groups to play with other children and further develop their social skills and prepare for future transitions to other providers. The

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

childminder speaks to teachers regularly at school and records any information, using it to plan activities that complement children's school day.

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provision

The childminder has ensured that she is familiar with the recently revised requirements of the Early Years Foundation Stage. She has a very good knowledge of how children learn, and tracks how well they are learning in relation to their age and stage of development. She monitors the educational programme, planning and assessments offering children a wide range of experiences so children generally make consistent progress. This helps to ensure that the specific needs of the children are being effectively met.

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provision

The childminder maintains all the necessary documents to support her well-developed service to children and their families. She shares her policies and procedures with parents when they first start at the setting. This means they understand her role and responsibilities in keeping children safe. She has a sound knowledge of the safeguarding and welfare requirements of the Early Years Foundation Stage. She knows what to do and who to contact should she have any concerns about a child in her care. The childminder maintains her professional development and has completed basic training including, first aid and child protection and updates her knowledge through specific courses, such as food hygiene and positive behaviour management to continually improve her practice.

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provision

Children's learning and development is supported well due to strong partnerships between the childminder, parents and other agencies, for example the local school. The childminder is building professional and friendly relationships with the parents of minded children. She seeks parent's views about the provision via a newsletter to ensure they are happy with their children's care and learning.

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provision

The childminder has a good understanding of her strengths and areas to develop because she is reflective about her practice. She takes advice from the network co-ordinator and implements recommended changes. She involves parents on possible improvements to meet the needs of children. For example, the last newsletter has recruited support from parents to recommend and collect resources to develop the back garden. This means that the quality of provision for children continually improves.

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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 EY448181 Local authority Lancashire Inspection number 808056 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 4

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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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