Childminder in Lancashire

Inspection date

Previous inspection date 11/03/2013 Not Applicable

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early years provision

This inspection: 1 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 The childminder has an exceptional awareness of how young children learn and develop. She provides children with innovative, challenging and interesting activities. As a result, children are happy, eager and demonstrate superb levels of independence, considering their age.  The rich, stimulating and enchanting playroom, combined with the high quality resources, invites children to explore and be willing to try as they make outstanding progress in their overall learning and development.  The superb observation, assessment and planning, along with the individual tracking of children's progress, means they are supported to reach their full potential through a highly stimulating and individual approach.  The childminder works exceptionally well with parents to promote a consistent approach to children's care and learning. Consequently, children are secure and settle well. As a result of the childminder's positive and nurturing care, a sense of belonging

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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 playroom, rest/quiet room and outside learning environment and viewed toys, equipment and resources.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the inspection.  The inspector looked at the children's records and a range of policies.

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Information about the setting

The childminder has been registered since 2012. She lives with her husband and three children in Halton, Lancashire. The childminder uses the ground floor of the home for childminding. The childminder lives in the old police station and has converted the old 'public area' of the police station into her childminding provision. There is an enclosed garden for her childminding. She attends the local children's centre. She visits the library, shops and park on a regular basis.

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Information about the setting

The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. There are currently three children on roll, all of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 8am to 6pm, Monday to Friday, except for family holidays. The childminder is qualified to degree level and has a level 3 teaching assistant qualification. The childminder is a member of the childminding network.

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

 consider how the rich and varied indoor environment can further be reflected in the outdoors to enhance children's already outstanding experiences.

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who attend

Children thrive in this stimulating and high quality provision. Their enthusiasm for learning is very effectively promoted. They actively seek out experiences within the playroom such as, small world toys, interactive toys, books and natural material from the treasure baskets. Consequently, children make superb choices and decisions about their play and what they want to do. The childminder understands each child in her care and knows how they learn best. The childminder values and supports children, recognising that children learn through well-planned play and a rich and stimulating environment. Consequently, children make outstanding progress considering their starting point, age and stage of development in this wonderful and exciting provision. The childminder has an excellent understanding of the children in her care, changing activities to keep the younger children's interest and motivation as they delight in playing and exploring.

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who attend

The childminder supports children to make outstanding progress as she clearly identifies and plans for their individual needs and their next steps in their learning. Assessments linked to the areas of learning are completed with information from parents used to provide a full picture of children's development. Information from other settings informs the assessments, ensuring these are sharply focussed and very accurate. As a result, any gaps in children's learning are identified and planned for, to tackle any weaknesses. The childminder monitors the educational programme to ensure that she promotes all areas of learning in a stimulating and challenging way. As a result, children are continually challenged and supported in their learning and development.

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who attend

The childminder offers a fantastic range of exciting and imaginative experiences for children as she introduces new concepts as they play. Children are enthralled and eager to join in as they climb into their boat made from a cardboard box. They sing songs associated with the sea carrying out the actions of the popular nursery rhyme. Consequently, children practise and develop their language and physical skills as they play. The childminder introduces the concept of patterns as she describes the 'stripy' and 'spotty' fish to the children. The children learn to listen, concentrate and to explore stories as the childminder uses story sacks and various props to engage and excite their interest. For example, the childminder fills a basket with the fruit from a story, resulting in children actively exploring the texture, and tasting the cut up pineapple, avocado and tangerine. Children move their bodies and delight in exploring the fabric of the silky scarves, twirling

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who attend

them round, laughing and squealing with joy as they explore their movements and develop their coordination. By attending toddler groups and playing together, children learn to mix and socialise as they develop their personal and social skills in a friendly and welcoming manner.

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who attend

The childminder expertly introduces concepts, such as numbers and balancing, when children play outdoors. She counts with the children from one to five and she encourages them to climb and balance on the logs and to make marks using brushes in the snow. Children learn about the world around them as they delight in looking through the low level playroom windows at the traffic, buses and people as they go past. Children's communication and language skills are fostered exceptionally well by the childminder. She actively talks to the children asking open-ended questions and supporting young children's emerging language skills. This she does by repeating what is said in order that they hear the correct pronunciation. Therefore, children are prepared for their next steps in their learning.

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who attend

The childminder works very closely with parents and invites them into her home to discuss their child's learning journey record, assessment and plans for their future development. She provides a comprehensive review in the form of a written summary of their child's development across all areas of learning. She asks that parents contribute to their children's learning summaries, to share information to promote children's learning, both with the childminder and at home.

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

Children are extremely settled and exceptionally happy with this warm and loving childminder as she effectively promotes their emotional well-being, personal and social skills. They positively grow in confidence and esteem as they form highly secure attachments to her. As a result, children feel very confident in exploring the fantastic playroom, making selections from the outstanding range of resources and making decisions appropriate to their age and stage of development. They readily smile, laugh and giggle in her company, seeking cuddles and reassurance from this highly nurturing childminder. Relationships are secure, warm and affectionate.

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

The childminder is expert at helping very young children manage their feelings and behaviour as she has developed highly effective strategies, such as, distraction to divert young children onto other toys. She explains about sharing and ensures all children can take part in all activities at their level. She is an excellent role model, remaining calm and she continually offers praise and encouragement to support children's well-being and feelings of being valued. The childminder displays pictures of the children's family and displays their work around the playroom. This fully enhances children's sense of belonging within the childminder's home. Children effectively learn to manage risk in a safe and secure manner as they balance on the logs and negotiate the different levels on accessing the outdoor area. Older children know they need to hold hands and to wait for the childminder as they manage the steps out of the playroom, Accordingly, children build an

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

understanding of their own safety and of safe practices. Therefore, children are relaxed, calm and their behaviour is exemplary considering their age and stage of development.

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

The childminder places a high priority on children's health, for example, wiping hands and faces and developing self-help skills. Children are supported to make healthy choices and are encouraged to try new foods to build their experience and taste of healthier foods. The childminder discusses the reason why we wash our hands and through discussion and reinforcement, she helps children to become independent. Through excellent opportunities to experience the outdoors, children are kept physically healthy and learn to coordinate their movements as they pick up balls, ride wheeled toys and delight in running and exploring their bodies' skills.

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

Children benefit from the excellent processes to ensure a smooth transition to their next stage in their learning. The childminder develops close working relationships with other settings and she uses the 'shared learning communication' booklet. Consequently, a highly consistent approach is maintained to children's learning and development. This action, combined with the development of children's self-help, confidence and skills in working cooperatively with others, means children are exceptionally well prepared for the next stages in their learning and transitions to other settings and school.

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provision

Since registration, the childminder has developed her practice by building on her previous experience in childcare. The childminder is very enthusiastic and has a strong desire to improve her setting. Her evaluation takes into account the views of parents and the views of her peers within the childminding network. She strives for perfection and frequently searches the internet for further information to assist her in developing her practice. The childminder has identified areas for improvement and has plans in place to address these, such as seeking training in creative play and visiting other settings to seek best practice examples.

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provision

All safeguarding and welfare requirements are given the highest priority to ensure children are safe and protected whilst in her care. For example, daily risk assessments on the premises and resources are completed. The childminder has completed safeguarding training and is secure in her knowledge of what she would need to do should she have any concerns relating to child protection. The childminder regularly reviews her documents and monitors the planning to ensure the educational programmes continue to provide a broad, exciting and challenging range of activities for children. Consequently, she maintains a clear view of the educational programmes and monitors their effectiveness in meeting children's individual learning and development needs. The childminder uses her knowledge of the learning and development requirements and her creative ability to provide a fantastic learning environment for children. Consequently, children show positive

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provision

attitudes to learning. The outside learning environment is exciting and interesting, consideration could be given to scope to enhance this even further to promote children's overall experiences.

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provision

The childminder is extremely successfully in engaging with parents, building highly effective relationships. Parents are consulted with at every stage of their child's development and are invited into the home to discuss their child, establishing excellent communication channels. They are kept informed of their child's progress through the sharing of information, by text, email and verbally, regarding the learning programmes and can view their child's learning record and contribute to their child's assessment. Robust partnerships with other agencies, for example, other nurseries children attend or the health services, means children are supported at the earliest opportunity to close any gaps in their 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 EY452397 Local authority Lancashire Inspection number 883947 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 3

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Name of provider

Date of previous inspection not applicable

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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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