Oversby, Rebecca Marie

Inspection date

Previous inspection date 02/04/2013 Not Applicable

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 Children are making suitable progress and are within the typical range of development for their ages. The childminder provides age-appropriate resources, which support most aspects of learning.  Children readily snuggle up to the childminder, who responds with loving gestures and soothing words to help them feel reassured.  The childminder has a sound understanding of safeguarding children. Policies and procedures, such as risk assessments are in place, which are clearly understood by the childminder, so that children are protected from harm.

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It is not yet good because

 Observation, assessment and planning is not used as effectively to build on what children already know to ensure that they make the best possible progress in their learning and development.  Partnership working with parents and other settings is not fully embedded to ensure continuity in children's learning and development.  Self-evaluation lacks rigour and is not fully embedded to effectively identify and act upon areas for improvement.

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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 playroom used for childminding.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the observations.  The inspector looked at all relevant documentations provided.

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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 her partner and two children aged five and nine years in a house in Lancaster. The whole of the ground floor, two bedrooms and the bathroom on the first floor are used for childminding. The family has a pet dog.

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Information about the setting

The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from local schools and pre-schools.

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Information about the setting

There are currently four children on roll, three of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder is a member of the Professional Association for Childcare and Early Years.

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must:

 use the ongoing assessment of children's achievements, interests and learning styles to shape learning experiences for each child, so that they make good progress across the seven areas of learning.

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

 increase ways of sharing information with parents about what their child can do and how they can support their child's learning at home, in order to further support children's progress

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

 enhance partnership working with other providers, schools and professionals, so that children receive the support they need to make progress in their learning and development

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

 use self-evaluation more effectively by taking into account parents' and children's views and use these to monitor, analyse and assess strengths and weaknesses to drive improvement.

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who attend

The childminder understands the learning and development requirements of the Statutory Framework for the Early Years Foundation Stage. She is aware of what children in her care can do and has a satisfactory understanding of child development. The childminder observes children as they enjoy child-initiated play and gives them enough support to promote their overall learning and development. However, the childminder does not assess children's ongoing learning needs well enough. This means that she does not always have detailed information to help her plan for the next steps in their learning. The childminder shares daily general information with parents about their child. However, parents do not have many opportunities to share information about their child's learning and development at home, in order for the childminder to use this when planning activities to fully support their progress. The childminder is aware of the progress check at age two

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who attend

years and is developing her knowledge of this to ensure that it can be completed when appropriate.

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who attend

Children's language and communication skills are generally well promoted because the childminder talks to them about what they are doing during regular routines. For example, they are encouraged to talk about and describe colours and numbers when on outings and in the home. They look at the colour of cars and count how many they see. Children's language is also encouraged through conversation with the childminder, who listens and responds appropriately. Toddlers enjoy vocalising as the childminder initiates conversation and reinforces their attempt to speak. For example, she asks toddlers what noise ducks make and they say, 'quack quack' with pleasure. Children enjoy looking at books and they show enjoyment in choosing a story to share with the childminder. This means that children gain the skills for the next stage in their learning.

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who attend

Young children sit on the floor as they attempt to make towers and structures with the blocks. As the tower becomes taller, they stand up, so that they can reach the top. This helps to develop their hand and eye coordination and small muscle skills. Children have plenty of space to play. They choose toys and activities independently as the childminder ensures that they can easily reach the stimulating selection of resources. This promotes children's independence and development. They have opportunities to develop their social skills, confidence and physical abilities as the childminder takes them to soft play and activity centres to meet with other childminders and children. They celebrate different festivals and play with resources that promote positive attitudes about diversity. This means that children have opportunities to develop their understanding of differences between people from various communities and traditions.

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

Children feel safe and secure in the setting as the childminder establishes warm, caring relationships. She reassures children, particularly when they are faced with new situations, such as an unfamiliar person in the setting. She provides cuddles and soothing words until they feel confident to get down from her lap and explore their surroundings. Children explore the play environment, selecting resources from those available and happily engage in their play.

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

Children's physical skills and fitness are suitably promoted. For example, they regularly visit outdoor play areas and activity centres, where they have opportunities to practise their physical skills and take safe risks during their play. The childminder supports children to develop a sound understanding of keeping themselves safe. For example, they learn how to use play equipment safely. The childminder provides opportunities for children to learn about fire safety by practising the fire evacuation procedure, so that children know what to do in an emergency.

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

The childminder promotes a positive attitude to healthy eating to support children's awareness of healthy food. She works closely with parents to ensure dietary needs are met. The childminder encourages children to try new foods and she provides a range of healthy meals and snacks for them to select from. Children learn about good hygiene because the childminder acts as a positive role model. They learn from an early age about appropriate hygiene procedures. For example, children are helped to make associations with good practice, for example, wiping runny noses when necessary and washing hands before meals. The childminder takes the necessary steps to prevent the spread of infection and appropriate action is taken when children are ill.

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

Children are learning to care for each other, for example, when their friend is upset, they go and stroke their hair and give them cuddles. Regular planned outings to a social group help develop confidence and independence as children become aware of others. As a result, this enables them to observe what is happening around them and to gain an understanding of their world. In addition, this helps to prepare children for the transition to pre-school and school. Children learn secure boundaries and they develop an awareness of how to behave appropriately.

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

Positive relationships are established with parents from the start of their child's placement. The childminder obtains information regarding children's care, so that she can plan for their daily routine accordingly. This helps to ensure that their individual needs are met and their well-being is promoted. The childminder appreciates children's care routines and combines them into their day to aid their transition from home. Therefore, their individual care needs are well met.

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provision

The childminder has a good understanding of safeguarding procedures and she has recently attended training to ensure that her knowledge is up to date. Children's safety is promoted through written risk assessments and daily activities, such as teaching them how to use resources and equipment safely. The childminder has the essential records and policies and procedures in place to promote children's security and health sufficiently. Hazards within the home are acknowledged and minimised, so that children's safety is prioritised.

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provision

The childminder has a satisfactory understanding of the learning and development requirements. However, monitoring and evaluation of children's progress is not consistent. Assessments do not cover in detail all areas of learning and parents have few opportunities to contribute to these. The childminder is keen to improve her service and has begun to identify some areas for improvement. She meets with other childminders to share and discuss practice. However, the system for self-evaluation has not been effectively established to ensure priorities for development have been fully identified, in order to promote good learning outcomes for children.

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provision

A daily exchange of information with parents ensures that children's care needs are met. She gathers information from parents and finds out what their likes and interests are, before they start in her setting. The childminder has considered ways to develop partnerships with other settings where children attend, such as school and nursery. However, there is scope for developing this further, so that effective working relationships are established, in order to help fully promote children's learning and development.

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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 EY452862 Local authority Lancashire Inspection number 888298 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 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 ‘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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