Hill, Elaine Lucy

Inspection date

Previous inspection date 08/03/2013 08/10/2009

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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

 The childminder is well organised and demonstrates a good attitude to improving her professional skills and knowledge. As a result, she has gained a deeper understanding of how to support children's learning effectively.  The childminder effectively monitors children's progress. She plans a range of stimulating play activities that help children to move onto the next step in their learning and make good progress.  Children settle well with the childminder because of the effective settling-in arrangements. Good information is gathered from parents when the child starts, so that the childminder is fully aware of their individual welfare needs and able to establish starting points for the children's individual learning.  The childminder reflects on her practice and has established an accurate system of self- evaluation. Strengths and weaknesses have been identified, which means children's achievements are effectively supported over time.

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It is not yet outstanding because

 There is scope to enhance children's knowledge about similarities and differences between themselves and others, and among families, communities and traditions.

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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

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged 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 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  scheduled 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 play room, outdoors and dining room.

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Inspection activities

 The inspector spoke to the childminder as appropriate during observations and checked documents, such as training records, risk assessments and policies.

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Inspection activities

 The inspector looked at children's progress records and the childminders self- evaluation form.

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Information about the setting

The childminder was registered in 2005 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three children aged seven, nine and 11 years, in Preston, Lancashire. The whole of the ground floor and the bathroom on the first floor of the childminder's house are used for childminding. There is an enclosed decked area of the garden available for outside play. The family has three pet cats.

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Information about the setting

The childminder operates all year round from 8am to 6pm, Monday to Friday, except for family holidays. There is currently two children on roll in the early years age range. The childminder also cares for children before and after school. The childminder holds an appropriate childcare qualification at level 3 and is a member of the National Childminding Association. The childminder is also a member of the local accredited childminding network and receives support from the local authority.

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

 enhance children's understanding of the wider world and their knowledge about similarities and differences between themselves and others, for example, by extending the range of resources, through discussion about their experiences or making good use of photographs.

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who attend

Children benefit from the childminder's secure knowledge of the areas of learning and her clear understanding of how children learn. The childminder provides a wide range of interesting and challenging activities that meet their needs well. She skilfully supports children in acquiring new skills, which help them move onto their next stage of learning. For example, as they play with the play dough the childminder supports the children to identify shapes. They work together to push down the lever to force the dough out of the machine. The childminder supports language development as she sings with the children. They join in the actions as they sing 'twinkle, twinkle little star'. Children's language skills are developing because the childminder asks open-ended questions and encourages them to think and demonstrate what they know. This helps children to become confident communicators.

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who attend

The childminder has identified starting points for children's learning and parents contribute to the initial assessments of their child when they first start attending. They are encouraged to continue sharing what they know about their child as they grow and develop. The childminder observes children as they play so that she knows what they can do. Thorough assessment of children's progress means the childminder is able to identify and support their next stage in their learning. The childminder has completed the progress check at age two in order to identify when early intervention may be needed. This means children receive the appropriate support. The childminder provides the children with a range of experiences to develop their individual skills. For example, sensory experiences, such as gloop, play dough and messy play help develop their small physical skills and encourage them to explore a range of different media. Physical skills are developed as the

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who attend

children play outdoors and use the resources from the physical resources box or ride on the scooters.

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who attend

Children enjoy making marks and give meaning to them. For example, one child draws a picture explains to the childminder 'I'm drawing your house'. She extends their language for thinking as she asks them 'can you remember what colour the door is?' Children learn about number and patterns in their play. For example, they count the current buns and observe the pattern they make as they thread beads on to a lace. These activities help children develop key skills for the next steps in their 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. They help themselves to a range of toys that are clearly labelled and freely available in the main play room. The children celebrate a range of festivals such as Chinese New Year and St. Patrick's Day. Children's understanding of different cultures, beliefs and abilities is supported by a small range of resources. However, there is room to extend children's knowledge about similarities and differences to support their understanding of themselves and the wider world. They move freely around the ground floor and go outside as they wish and are able to put on their coats and shoes with little assistance from the childminder.

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

Children's physical skills are developing. They benefit from running around outdoors in the fresh air and confidently throw balls into a hoop with increasing coordination. The children learn about health and hygiene as they talk about how the soap makes bubbles to wash the germs away when they wash their hands. Children's are offered a range of healthy foods at snack and meal times. Children are introduced to routines that help them understand independence and self-care for example potty training is successful as the childminder offers lots of praise and works in partnership with the parents.

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

Children behave very well in this nurturing environment as the childminder is a good role model and supports the children well to resolve differences. They learn to share and take turns when playing with toys and equipment. Children keep themselves safe as they pick the toys up from the floor when they have finished playing with them so that they do not fall over them. They are kind and caring to each other and are sensitively supported by the childminder when they say that they are missing their parents. The childminder is a good role model who offers lots of support and praise to the children which successfully boosts their self-esteem. Children enjoy visiting a number of toddler and playgroups in the community. They can try different activities, meet other adults and children, and gain confidence in new social situations. This helps to prepare young children for the transition to pre-school, school or nursery.

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provision

The childminder has a good understanding of her role in caring for children and makes good use of the guidance for Development Matters in the Early Years Foundation Stage document in her daily practice. She understands the requirements and her responsibilities in meeting both the learning and development requirements and those for safeguarding and welfare. The childminder has a secure awareness of safeguarding issues and how to keep children safe. She has attended training on protecting children and knows the procedure to follow should she have a concern about a child in her care. Clear policies and procedures for other aspects of care, including giving medication to children and a pet policy are embedded in her practice and she shares them with parents so they know the standard of care their child will receive.

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provision

The childminder has implemented an effective process of reflective practice that results in accurate evaluation of her provision. This process identifies strengths and areas for further development; the current focus is extending the learning opportunities for the children in the outdoor environment. There is a training plan in place that ensures all mandatory training, such as first aid is planned for, and training to extend the childminder's expertise and knowledge about how children learn.

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provision

The childminder has invested in a computer programme that can be accessed by parents via a secure network. This programme tracks children's learning and creates learning portfolios from the information and photographs given by parents and the childminder. Alerts are sent to parents and the childminder when new information has been added to their child's portfolio this enables parents to access the most current information about their child at any time via a computer or smart phone. The childminder has an alternative system to share information with parents if they do not wish for their child's details to be entered on the computer system. The childminder is a member of the local accredited childminding network. By attending regular network meetings facilitated by the local authority and linking with other childminders her knowledge of how children learn is extended further. The childminder has links with other providers when children attending

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provision

other settings, which enables them to work together to support children's learning.

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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 action. 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 EY300354 Local authority Lancashire Inspection number 820208 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 10

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Telephone number

set out in the guidance ‘Complaints procedure: 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, which are usually the childminder’s 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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