Childminder in Lancashire

Inspection date

Previous inspection date 08/05/2013 26/11/2009

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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

 Children are happy, content and secure with the childminder and are making good progress in their learning and development.  Children are cared for in a stimulating and well-organised home. This, together with effective support from the childminder, promotes almost all aspects of children's learning and development very well.  The childminder is sensitive to helping children form secure relationships to fully support their growing independence, confidence and emotional well-being.  The safeguarding and welfare requirements are well met and so children's safety and welfare is assured.

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It is not yet outstanding because

 Opportunities to further enhance younger children's already very good communication skills are not yet fully maximised.  There is room to develop additional methods for encouraging and supporting those children who find it difficult to make friends and engage in cooperative play.

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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 lounge.

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Inspection activities

 The inspector spoke with the childminder at appropriate times during the inspection and while observing children.

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Inspection activities

 The inspector looked at children's learning records, a selection of policies and procedures, and children's details.

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Information about the setting

The childminder was registered in 2009 and is on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She lives with her partner and two children aged 11 months and four years in the Brownhill area of Blackburn, Lancashire. Children access the whole of the ground floor and there is a bathroom facility downstairs. There is no access to outdoor play space. The childminder attends toddler groups, children's centres and play gym activity groups. She visits the local parks and play areas.

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Information about the setting

The childminder operates Monday to Friday all year round, apart from Bank Holidays and family holidays. Hours are flexible between 7.30am to 5.30pm. There are currently three children on roll, all whom are in the early years age range. The childminder is a qualified nursery nurse.

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

 consider alternative activities that consolidate children's already good communication skills, for example, by providing opportunities for children to practise and develop speech sounds and use repeated sounds and phrases

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

 reflect on and develop additional methods for encouraging children to make friends, particularly those children who are shy or find it difficult to cooperate with others.

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who attend

The childminder is supportive and sets good examples about social behaviour that children follow. She understands how important good relationships are to children's development and helps them to learn to be together. However, there is room to extend the range of methods used to achieve this, so that those children who find making relationships more difficult, such as those who are shy, are fully supported in learning to play and be friendly with other children. Children are encouraged to make choices from the range of resources that are accessible in the main lounge and therefore develop their independence skills. They show interest in the activities of other children and observe them closely. They have close relationships with the childminder. Children feel secure with her as they seek reassurance when there are changes, for example, when new children are present and settling into the routines. The childminder engages in children's games and offers them

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who attend

support and encouragement to try out new tasks and ideas. Children respond to the familiar routines and rhythms of the day and become secure and confident. The childminder talks to them about what will happen next, when it is lunchtime or when it is time for a sleep. Children feel settled as the childminder reassures them that their mummy is at work and that she will collect them after the school collection.

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who attend

Children develop their communication and language skills as they enjoy looking at books with the childminder. They listen to the animal noises and point to and say the name of animals. The childminder encourages children to repeat familiar words and use sounds in their play. However, there is scope to further enhance younger children's already very good communication skills, in order that they develop personal words, copy familiar expressions and use sounds and communicate for a range of purposes. The childminder engages children in counting activities, and they begin to organise and categorise objects. They put the cars away in the boxes and say some counting words randomly. As a result, they develop their knowledge of numbers. The childminder joins in sensitively with children and responds to their ideas of how to use the toys and resources. She describes what children are doing and encourages them to talk about it. Children pretend that things

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who attend

are from their own experiences as they pour out pretend tea from the teapot and mimic drinking out of the cup. Children, therefore, become imaginative and creative acting out their own experiences. The childminder talks out loud and helps children to think and process what they are doing when they put the toys away or have a drink.

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who attend

Teaching is effective and observation and assessment procedures are focused. The childminder plans for individual children in response to the information gathered from parents before children start attending. Each child has a learning record and this is used as a communication tool with parents to involve them in all aspects of their children's development and progress. The childminder has detailed knowledge of children's current and future learning needs. All children are involved in activities and are fully motivated and secure in their routines. They are all progressing at their expected level of development. In some areas children are above that level given their age and stage of development. This prepares them well for the next stage of learning and transition to nursery or school. Relationships with parents are effective and make a good contribution to meeting all children's needs. The childminder discusses children's activities on a daily

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who attend

basis. They are fully aware of how the childminder organises her home, toys and equipment and how she is supporting their children to progress towards the early learning goals.

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

The childminder is skilled and sensitive and has strong, secure relationships with the children she cares for. She provides a good base to promote their personal, social and emotional development. For example, they begin to express their own personal needs when feeling tired, or wanting a drink. They respond to cuddles and reassurance and delight in praise and encouragement from the childminder. Parents provide a good range of information when children start so that the childminder is fully aware of children's needs. This helps to ensure a smooth transition into her care. Children explore the home and begin to learn about safety. They can walk and move confidently and safely in well- planned space. They use safe and appropriate equipment and toys so that they can rest, play and eat in comfort. Children are encouraged to take risks and try out new things, with good support from the childminder. Children's behaviour is managed in a way that

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

supports children's level of understanding, through boundaries and the childminder being a good role model. As a result, children are able to develop skills for the future and make a positive contribution.

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

Children develop a good understanding of the importance of their health and well-being. The childminder provides good opportunities for them to develop independence, physical skills and emotional well-being. Children learn about healthy foods and are provided with a range of healthy meals and snacks according to individual dietary needs and parents' wishes. They participate in outdoor activities away from the home and develop their physical skills. For example, the childminder takes children to parks, playgrounds and soft play centres for exercise. The home is very stimulating with lots of toys and activities which support children's all-round development. The premises are clean and well maintained, with good use of space that is creatively set up. All facilities, toys and equipment meet the care and learning needs of the children attending. Children are well supported and prepared for their next stage of learning. The childminder works well with

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

children supporting their development, in order that they will make a smooth transition into nursery or school when the time comes.

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provision

The childminder has a good understanding of the areas of learning. The planning, observations and assessments are accurate and show all children's skills, abilities and progress towards the early learning goals. The childminder assesses children from their starting points and identifies children's future learning needs. All children are at their expected level of development and in some areas are in the next age band. The childminder demonstrates a clear understanding of her responsibilities to meet all the requirements of the Early Years Foundation Stage. Organisational policies and procedures are implemented effectively and maintain children's safety and well-being.

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provision

The arrangements for safeguarding children are well embedded and the childminder is sensitive to any events or changes that may affect children's safety. Risks are managed and she has a secure understanding of the safeguarding and welfare requirements. As a result, children's safety and well-being are fostered effectively. Any immediate action is taken to address concerns through child protection agencies and notification to Ofsted. Partnerships with parents and other professionals are well established, making a strong contribution to meeting children's needs. This ensures that children are fully supported so that no child is disadvantaged. The childminder talks to children's parents on a daily basis and shares their learning records. Parents have access to the childminder's policies and procedures and know what to do in the event of a complaint. The childminder is an active member of a network of childminders. She attends local toddler groups and activity

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provision

centres so that children benefit from socialising with others. The childminder welcomes the local authority training programmes and the support from the quality improvement officer. She understands the importance of working in partnership with other providers, but has not yet had reason to establish partnerships with them.

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provision

The childminder has completed required training in safeguarding and first aid. She has completed various workshops and is qualified as a nursery nurse. Self-evaluation and professional development are of high priority. The childminder clearly recognises her strengths and has fully responded to the recommendations from her last inspection. For example, the policies and procedures now meet with requirements for complaints, the observation and assessment procedures focus on children's future learning needs, and the process for self-evaluation is robust. As a result, children's welfare and learning are greatly enhanced. The childminder wants to continue to build on her already good knowledge and skills relating to the Early Years Foundation Stage so that children's learning continues to be extended as they progress into the next age band.

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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 EY392744 Local authority Blackburn Inspection number 821839 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 3

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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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