Childminder in Lancashire

Inspection date

Previous inspection date 10/01/2013 23/03/2012

p.1

early years provision

This inspection: 2 Previous inspection: Met 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

p.1

This provision is good

 Children have a warm, close relationship with the childminder and this helps them to feel settled and secure.  The childminder provides suitable levels of challenge to the children because she uses her observations of children's learning to identify and plan for their next steps.  The childminder's home is stimulating, welcoming and extremely child friendly.  Children's language skills are developing well as the childminder supports children to build on their vocabulary and form sentences.

p.1

It is not yet outstanding because

 The childminder does not yet include the views of parents and children when evaluating her practise, so that the quality of care continues to develop.  The childminder has not yet developed a way to record children's progress through the expected development age bands. As a result, it is difficult for her to share information effectively when she has concerns about a child's development.

p.1

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.

p.2

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.

p.2

Inspection activities

 The inspector looked at documentation, including children's learning journeys and records, the childminder's qualifications and training certificates and a selection of policies and procedures.  The inspector held discussions with the childminder.

p.2

Inspection activities

 The inspector toured the ground floor of the premises with the childminder and observed toys, resources and activities available for children.

p.2

Inspection activities

 The inspector took into account the views of parents both recorded in writing and spoken to during inspection.

p.2

Information about the setting

The childminder was registered in 2002. She lives with her adult child and two children aged 16 and 11 years in Aughton, West Lancashire. Children have access to a ground floor playroom, bedroom, kitchen, hall and washroom. The first floor is excluded from childminding use. There are side and rear gardens available for outdoor play. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. There are currently 10 children on roll, five of whom, are in the early years age range. The childminder is registered to care for a maximum of six children aged under eight years at any one time, no more than three of whom may be in the early years age range. The childminder lives close to schools, shops and pre-school groups. She has use of a car to transport children on outings and school runs. The family has a pet dog and two cats.

p.2

Information about the setting

The childminder holds a relevant level 3 qualification. She is a member of the National Childminding Association. The childminder receives support from the local childminding development workers.

p.3

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

 develop further systems of self-evaluation to take into account the views of others.

p.3

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

 develop a process to record children's progress through the development age bands, so that information can be shared more effectively.

p.3

who attend

Children have free choices because there is a good balance between activities that they choose to do for themselves, and activities led by the childminder. Children are supported well by the childminder in several ways. For example, they receive very good attention because the childminder joins in with their activities when it is appropriate for her to do so. Children have fun and demonstrate through their use of language and understanding of activities that they are making very good progress. This is because the childminder has a secure understanding of how children learn and develop. The childminder supports children to learn new skills because she knows what they can already do and skilfully sets them new challenges, providing support when it is needed. For example, she joins in with a child, who has a developing interest in shapes as they play a game together, matching animal's features into the correct space. She allows the child time and space to attempt

p.3

who attend

this new skill independently and quickly recognises when they are becoming frustrated and offering her support. This helps children to become fully involved with activities and therefore, learn well from them. Children can independently access a very good range of quality toys and resources that are interesting and meet their individual needs. New language is encouraged as the childminder talks with the children about what they are doing and offers explanations and words for them to repeat. For example, she uses repetition, making animal sounds and encouraging young children to copy her, so that they learn to make new sounds with their mouths. The childminder gives plenty of praise and encouragement when children attempt to say new words, which develops their self-esteem and helps them to become confident learners.

p.3

who attend

Children's development is carefully recorded in learning journeys, which include; collections of samples of work, photographs of children's skills and regular observations. The childminder uses these well to plan next steps for learning. The childminder does not yet record children's progress within the expected development age bands. However, she is able to demonstrate through discussion that she is aware of how children are progressing and where they might need additional support. The childminder actively encourages parents to become involved in their children's learning. For example, she encourages parents to take toys, which children have a particular interest in, so that they can continue learning from them at home.

p.4

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

Children relate well to the childminder because the relationship between them is warm and strong. They are motivated to learn because the childminder plans well to meet their needs and offers a wide variety of interesting, accessible resources. The childminder supports children to develop an understanding and respect for different cultures and beliefs by providing a range of play equipment. For example, children learn about different abilities when they play with the small world hospital. Children have good awareness of how to keep themselves safe. For example, they know not to run around when indoors because they might fall and hurt themselves. The childminder talks to the children about road safety, so that they learn how to walk along the street safely. The childminder assists children to wash their hands at appropriate times and talks to them about why they need to do so.

p.4

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

Children practise a range of physical skills and get fresh air when they go into the garden or visit the local park. For example, in the garden they practise climbing on the climbing frame. Children learn to control their bodies to make large movements, such as jumping on the trampoline. During outings, the children learn about the wider world and their local community as they visit places of interest, such as museums and farms. They learn to develop healthy eating habits as they select nutritious snacks and drinks. The childminder supports children's independence by making sure that they have time and space to practise their new skills. For example, at meal times the childminder sits with very young children and provides them with child friendly cutlery, so that they learn to feed themselves.

p.4

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

The childminder ensures that care is consistent for children, who attend more than one setting by providing a 'communication book', which works as a link between home and other settings. The childminder has good links with local schools. She supports children to be ready for school by taking them to assemblies and to meet their teacher. Children are also prepared for school by visiting local toddler groups where they get used to being away from the home environment.

p.4

provision

The childminder has a good understanding of safeguarding and knows how to protect children in her care. She has undertaken training and demonstrates a good knowledge of the local child protection procedures if she has concerns. The childminder carries out risk assessments and daily checks on her home to ensure that it is safe and suitable for children to use. There are clear procedures to ensure that children are collected by authorised people and a password system is used when necessary to further protect children's safety. The childminder has a relevant level 3 qualification and regularly attends training to ensure her knowledge is up to date. She demonstrates a good knowledge and understanding of both the welfare and learning and development requirements. For example, she maintains the correct adult to child ratio requirements at all times to ensure that children are supervised appropriately. She demonstrates through discussion, a

p.5

provision

commitment to continuous improvement and has a clear vision of the future of her setting. However, there is scope to better use feedback from parents to include their views in self-evaluation to help develop her provision further and improve outcomes for children.

p.5

provision

The childminder understands the importance of working closely with other professionals involved in the lives of children with special educational needs and/or disabilities and has experience in doing so. Partnerships with parents are very good because the childminder communicates well with them and offers a very flexible service to meet their needs. Written references from parents are extremely complimentary of the childminder. They comment on their complete satisfaction with every aspect of care and learning opportunities that are offered to their children. Parents are very keen to share their views and opinions about the quality of care, which the childminder provides.

p.5

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

p.5

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.

p.6

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.

p.6

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.

p.6

Setting details

Unique reference number EY153203 Local authority Lancashire Inspection number 892414 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 10

p.6

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.

p.7

Type of provision

For the purposes of this inspection the following definitions apply:

p.7

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.

p.7

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.

p.7

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.

p.7

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,

p.7

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’.

p.8

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.8