Childminder in Lancashire

Inspection date

Previous inspection date 16/05/2013 25/11/2008

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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

 Through her good quality interaction, the childminder effectively supports children's language development and ignites their curiosity and imagination.  Children effectively learn about a healthy lifestyle as they take part in interesting activities. Their all-round good health is promoted well through good access to outdoors where they partake in stimulating learning opportunities.  Effective settling-in processes, which include close partnership working with parents, means the children build strong relationships with the childminder, which helps them to feel safe and secure.  Children's ability to make choices and manage self-care tasks is effectively fostered by the childminder. Consequently, they develop good levels of independence and confidence.

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It is not yet outstanding because

 There is scope to enhance children's learning, in terms of increasing the good range of readily accessible resources, which encourage children to initiate their own play and learning.  Some information gained from regular assessments of what children know and can do is sometimes not precisely and purposefully reflected in planning.

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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 and care routines in the bathroom, dining kitchen, playroom and garden.

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Inspection activities

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

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Inspection activities

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

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Information about the setting

The childminder was registered in 2008 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 15, 13 and nine years in a house in the Whalley area of Clitheroe and uses the whole of the property for childminding. The childminder attends childminder groups, visits local shops and parks on a regular basis and takes children to and from school. The childminder has a dog and a gerbil.

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Information about the setting

There are currently seven children on roll, two of whom are in the early years age group who attend for a variety of sessions and five who are school aged who attend before and after school. The childminder is open term time only, from 7.30am to 6pm, Monday to Friday, except for bank holidays. The childminder provides overnight care.

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

 enhance planning by including more specific details about the learning intention of activities and resources required, so that they are more sharply focused on how these link to children's next steps and interests

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

 enhance the range of readily accessible resources, in order to further promote children's ability to make choices about what they want to play with.

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who attend

The childminder has a secure knowledge of the educational programmes and how children learn, resulting in a variety of first-hand experiences which motivate, challenge and sustain their interest. A strong emphasis is placed on outdoor learning, resulting in children gaining a good knowledge of many aspects of nature and the wider world. For example, they visit the farm, take a train journey, collect frog spawn and partake in a mini-beast hunt; they investigate creatures using magnifying glasses and bug catchers. Children can recall and express their experiences of observing different insects on such walks, as they show their dragonfly model, created at toddler group that morning. Planning and organising of learning activities is good, although, there is scope to improve this, so that they are more precise in linking planned learning intentions, including the resources required, to children's next steps and interests.

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who attend

The childminder has high expectations of children and she carries out an accurate assessment of their prior skills, knowledge and understanding on entry, in conjunction with parents. This informs her ongoing assessment, in which the childminder identifies children's next steps. She monitors children's progress closely to ensure there are no gaps in their learning and they are reaching or excelling expected levels of development. The childminder uses a daily diary as means of exchanging details of children's achievements with parents and they work closely together to support children's next steps, such as toilet training. Parents are also encouraged to take resources home to reinforce children's learning, such as story sacks.

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who attend

The childminder's enthusiasm and motivation is reflected in children's active engagement, as they explore independently and make their own discoveries. Children have fun and are clearly developing skills which prepare them for the next stage of learning, such as pre- school or school. For example, they show good levels of concentration as they play with trucks and a small-world construction site, set on a gravelled area of the childminder's garden. They develop an awareness of early mathematical concepts as they solve problems and learn about volume through filling and pouring. They learn how things work, such as the wind-up crane, as the childminder says 'Can you turn the handle?' She shows her own enjoyment in the activity as she imitates the noise of a truck, fostering children's enjoyment, and suggests ideas to enhance their imagination. For example, she suggests placing the truck under the crane, in order for it to catch the gravel.

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who attend

The childminder makes good use of spontaneous activities to support children's learning. For example, she suggests drawing squares with numbers inside them, using chalks. Alongside developing an awareness of number and shape, children practise their hand and eye coordination as they are encouraged to throw small shells into the squares. The childminder encourages children to count and they competently point and identify up to 10 shells. Children confidently seek support from the childminder as they ask her to draw a 'cross', saying 'You have to draw a line like this and this' representing the action with their finger in the air. As they draw, they ascribe meanings to their marks, saying they have drawn a lighthouse. Children enjoy exploring the soft green dough. They pat this, use tools and show an awareness of shapes, exclaiming 'It's flat'.

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who attend

The childminder models language well, uses open-ended questioning and develops children's ability to express themselves, use language for thinking and learn new and more complex vocabulary. For example, she talks about the different kinds of shells, such as a limpet shell. This results in children excelling in their communication and language development. As they observe the poor state of the childminder's cress seeds, she says 'My cress seeds are not doing very well are they? Why do you think that might be?' Children suggest that it might be too cold, indicating that their cress seeds are kept in a warm place at home and have really grown.

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

Children develop close bonds with the childminder. Parents are asked to complete an 'All about me' document as children begin settling-in visits, in order for the childminder to build up a picture of each child's individual needs. Home routines are carefully considered and implemented, which results in individually tailored care, consistent with that given at home. This includes children bringing in a favourite toy, photographs or a comforter, such as a blanket. Consequently, children feel safe and secure. These effective transition arrangements continue as children move on to new settings, which ensures their continued sense of security. For example, children become familiar with their new nursery environment beforehand and the childminder shares development information. Children are effectively prepared for school through stories and discussions, for instance. The childminder works closely with parents to prepare children for events, such as a new baby,

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

through role play and stories. This further promotes their emotional well-being.

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

Children behave well, as a result of positive reinforcements. The childminder acknowledges their achievements through frequent and meaningful praise and encouragement, which fosters their self-esteem and confidence. Children partake in many activities that help them learn to appreciate the similarities and differences between themselves and others. For example, as part of celebrations, such as Chinese New Year, they eat noodles with chopsticks and make dragons to enhance their understanding. Children's social skills are further supported as they attend toddler groups, where they learn to negotiate, share and take turns as they mix with larger groups of children.

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

Children are clearly familiar with consistent care practices and are actively engaged in daily routines, which effectively support their independence. For example, they readily wash their hands before helping to make a sandwich for lunch, where they choose a favourite filling of cheese. They concentrate intently as they spread the butter, practising their small physical skills and the childminder sensitively intervenes as she supports them in spreading the large blob more evenly. They carefully sprinkle the grated cheese, recalling making a pizza with cheese, before happily tucking into this. Children choose which healthy vegetables they would like and their early understanding of a healthy lifestyle is reinforced further through discussions about what makes them big and strong. Children also partake in initiatives, such as 'Healthy Heroes', designed to help early years children make healthier food and activity choices. As part of this, the childminder plans

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

activities, for instance, planting cress seeds in egg shells and making fruit kebabs and fruit collages. In addition, story sacks are used to reinforce healthy messages.

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

The childminder effectively fosters children's understanding of the importance of fresh air and exercise through good access to outdoors. For example, children help take the childminder's dog for a walk and access local parks where they use more challenging apparatus to extend their physical skills and think about how they can practise these safely. Children learn about dangers and keeping themselves safe through talking about road safety on outings.

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provision

The childminder successfully demonstrates a good understanding of her responsibilities in meeting the requirements of the Early Years Foundation Stage. Her childminding service is organised effectively to meet children's individual needs and she creates a home from home environment where space is organised well in most respects. Although, there is scope to improve the organisation of resources in terms of the range and variety which are readily available to children to use, move and combine in a variety of ways. The childminder makes good use of available facilities to support her practice, such as online and community resources, childcare publications and local authority initiatives. She has a secure understanding of promoting children's welfare, inside and outside the home, reflected in detailed risk assessments. She keeps child protection training up-to-date, in order for her to follow the most recent guidance where concerns of this nature arise.

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provision

Consequently, children's safety is well-ensured. The childminder further promotes the efficient and safe management of her provision through well-organised documentation and written policies and procedures, which are clearly reflected in practice.

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provision

Good self-evaluation takes into account the views of parents and children, gathered through questionnaires, alongside input from colleagues, with whom she meets regularly during group meetings, and advice from the local authority. The childminder demonstrates a strong commitment to her professional development and has attended a number of short courses. Her extended knowledge of early years is effectively used to improve and guide her practice. She carefully considers plans for the future that will have the most significant impact on children and support their achievements over time, such as becoming accredited to provide funded nursery education.

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provision

Effective partnerships with parents and other providers contribute well to meeting children's individual needs. Parents receive good quality information about the provision as their children enrol, such as copies of policies and procedures, which are re-issued to parents following regular reviews and updates. Ongoing communication is effectively promoted through photographs being forwarded to parents' mobiles and a daily diary, which details activities, care routines, comments children make and notes about their learning. Written comments from parents are extremely complimentary about the service and care of their children.

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provision

Where children in the early years age group attend school, the childminder links closely with the Reception Class teacher, in order to share information about aspects of children's care and development. This enables all those involved in a child's life to provide a consistent approach, which helps children to feel secure. Although there is no need for the childminder to do so at present, she has a good awareness of working closely with other professionals where children have additional needs.

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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 EY377381 Local authority Lancashire Inspection number 821439 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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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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