Childminder in Lancashire

Inspection date

Previous inspection date 23/01/2013 31/03/2011

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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

 Robust partnerships with parents ensures they contribute to their children's assessment and information about learning at home is shared. Consequently, children enjoy a consistent approach to their learning and development in order to make good progress.  The skilful management of young children's behaviour means they learn to share, take turns and reduces their feelings of frustration, enabling them take a full and active part in their own learning.  The childminder's sensitive interaction with the children ensures they feel secure and are very settled and promotes their emotional well-being.  Children's language and communication skills are very well promoted as the childminder engages in discussion with them at all times. They chatter to each other as they effectively develop their language structures and build their vocabulary.

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It is not yet outstanding because

 The evaluation of the setting is less effective in monitoring how identified improvements made to the already good planning is enhancing children's learning.  Opportunities for children to independently explore and experiment with numbers has not yet been fully embraced.

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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 playroom, viewed the resources and viewed 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 records of their development, the planning documentation, discussed the self-evaluation and viewed a selection of policies, procedures and children's records.

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Information about the setting

The childminder was registered in 2000 and is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband in a house in Longridge in Preston, Lancashire and uses the ground floor of the home and enclosed garden for her childminding. She attends a childminder group and the local children's centre. She visits the local shops and park on a regular basis. She collects children from local schools and pre-schools. There are currently three children on roll, all are in the early years age group and attend for a variety of sessions. The childminder is open from 8am to 6pm from Monday to Thursday, term time only.

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

 develop monitoring processes to ensure that identified changes made to the provision, continue to enable children to make good progress

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

 provide opportunities for children to explore and experiment with numbers, for example, number labels and the use of a number line.

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who attend

Children are happy and very content as they are well supported by this experienced childminder. She uses her good knowledge of the Early Years Foundation Stage to promote their learning and development. She has a secure understanding and knowledge of the children she cares for. Through the comprehensive observation and assessment of children's learning, she is able to plan effectively for their next steps in their development. Consequently, children continue to make good progress across all areas of learning. Starting points are clearly identified on entry and the good use of the development tracker allows the childminder to monitor children's progress. Therefore, any developmental gaps can be addressed and attended to, additionally, children are suitably stimulated and challenged.

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who attend

Teaching is good as the childminder engages children in good quality conversation. She asks mostly open-ended questions, promotes their thinking, and as a consequence, their vocabulary and language skills are being developed. Children delight in babbling and chatting during their play. They readily count objects with the childminder and name colours as they talk about the red, green and blue resources. Although good opportunities are provided for children to count, the use of numbers as labels for children to explore and experiment with, is less well embedded.

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who attend

Children are actively engaged in looking at the books, sitting together with the childminder readily expressing what they see. The childminder introduces new words, such as scratchy, and demonstrates to children the meaning of the word, as they delight in scratching the textured surface. Children are excited, involved and engaged as they enjoy looking at the animals and making the appropriate animal noise, learning to recognise and repeat sounds. Their develop their creative skills as they delight in acting out roles of the adult. For example, making tea in the role play area, and as result, children begin to make sense of the world around them. They learn to problem solve as they make jigsaws and thoroughly enjoy making icing sugar for their gingerbread biscuits. They develop skills in information and communication technology as they press buttons and switch the small computer on and off. Therefore, children's thinking is extended and new skills are

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who attend

constantly being developed. The childminder encourages children to develop their physical skills by accessing the outdoor play area and going for walks to the park. Children delight in exploring the natural world as they enjoy the opportunity to play in the snow. They find out the properties of the snow and use their creative and physical skill to build a snowman. They attend the 'play centres' as they develop their large motor skills and coordination as they run, climb and explore how their bodies can be used. These skills are necessary for their future learning and in particular, their emerging writing skills.

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who attend

The childminder works closely with parents on their children's educational needs and shares the record of their child's learning journey. A written summary of their child's development is provided for them. She effectively uses information gained from parents to support children's overall learning and development, both within her provision and at home.

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

Children feel safe and secure with this warm and caring childminder as she forms secure emotional attachments with them. Their emotional well-being is further enhanced as she follows their individual routines for sleeping and eating to maintain an individual approach to their care. As a result, children show a strong sense of belonging and settle well. They move freely in the home and are confident in self-selecting resources for their play; as they are encouraged to explore the playroom and initiate their own play. This supports them in developing the skills for their future learning and also means they are being prepared for their transition to school and other settings.

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

Children enjoy effective opportunities to feed themselves at snack time as they develop their independence and self-help skills. For example, children sit and enjoy their banana engaging in a positive social occasion. They talk about washing hands and cleaning the table as they learn about healthy lifestyles and good hygiene practices. 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, as they mix with other people and children. They are supported in developing a secure understanding of safety issues as they childminder explains the reasons why and sets the expectations for their behaviour. For example, young children know they need to be careful, not climb and sit appropriately

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

at the table. Children feel valued and special as the childminder responds warmly to them ensuring they all receive good levels of individual attention. For example, she supports them as they play with train track and in the home corner, making sensitive suggestions to help them progress their play. The childminder has consistent strategies for promoting children's good behaviour. She helps young children to manage their feelings as she listens to them and allows them time to express themselves, as a consequence, children feel valued and their self-esteem is promoted. They are supported in working together as the childminder explains the need to share. For example, she sensitively intervenes to help them understand the need to share books and other resources, therefore, children learn to manage their behaviour. As a result, behaviour is very good.

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provision

The childminder has a secure understanding of the safeguarding and welfare requirements and children's safety is given a very high priority. The home is risk assessed and she involves children in discussions about safe practices. Consequently, children develop a good understanding of their own role in keeping safe. All required policies and procedures are in place, are robust and are reviewed annually to ensure they support the care and learning needs of all children. Children are active learners within the well-planned, dedicated playroom as they delight in making choices from the good quality, wide range of resources. Consequently, their independence and decision making skills are being fully promoted.

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provision

The childminder has a very positive approach to improving her service. Evaluation of her setting is clear and she has made some good changes, for example, to the individual planning of children's activities based on her good quality observations. However, the monitoring of how these changes are continuing to ensure children make good progress is less effective. The childminder is committed to her own development and is seeking training in childcare practices. She is linking with the childminder support service to assess her provision and improve her already good skills. Consequently, her approach and quality of teaching is given high priority to support children's overall learning and development.

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provision

The childminder has developed highly beneficial relationships with parents and shares information about the child's day with them. They share what they know about their children before they attend, completing all required consents and documentation to ensure they are well-informed about the service. They contribute to their child's learning records and complete questionnaires about the service their child receives. Therefore, a consistent approach to their children's learning and development is maintained. The childminder is aware of the need to link appropriately with other providers to promote continuity in children's learning, however, she has not as yet had to engage with any other providers.

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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 308990 Local authority Lancashire Inspection number 818847 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 3

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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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