Townley, Kerry Lee

Inspection date

Previous inspection date 20/05/2013 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 high aspirations for all children and provides excellent levels of challenge through exciting, inspiring and motivating indoor and outdoor play opportunities. This includes first-hand experiences which ignite children's curiosity and foster a superb approach to learning.  The environment is highly stimulating, welcoming and accessible. This means that very young children are animated and exceptionally interested in the toys available to them.  Children thrive and develop a strong sense of security. This is a result of the childminder's warm and loving nature, and the excellent care routines which mirror those from home, as a result of strong partnership working with parents.  Very young children excel in their language skills, as a result of the childminder's wonderful interaction and communication during care practises and as children 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 and care routines in the lounge, bedroom and garden.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout 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 2012 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and two children aged nine years and 13 months in a house in the Oswaldtwistle area of Lancashire and uses the ground floor, first floor and rear garden for childminding. The childminder attends childminder groups and visits local shops and parks on a regular basis.

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Information about the setting

There are currently three children on roll, one of whom is in the early years age group who attends for a variety of sessions and two who are school-aged who attend before and after school. The childminder operates all year round, from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder has a childcare qualification at level 4.

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

 further enhance very young children's early literacy skills by encouraging parents to take story sacks home to encourage use of books and talk about stories.

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who attend

The childminder has an excellent knowledge of the seven areas of learning and how children learn, for example, through exciting first-hand experiences and repetition. She carefully balances her own enthusiastic and motivating interaction to ensure that toddlers are also left alone to make their own discoveries and develop through self-initiated play. This ensures they learn skills which prepare them for the next stage in their learning, such as pre-school and then school. Detailed information is gathered from parents about what children already know and can do, in order for the childminder to combine parents' observations with her own to meticulously establish children's starting points on entry. This creates a foundation for her to build on children's existing skills through challenging play experiences.

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who attend

Activities are exceptionally well-planned from accurate and sharply focused ongoing observations and assessments, and are precisely matched to children's stage of development and interests. For example, the childminder stimulates toddlers' learning about animals by visiting an animal sanctuary and sets out a small-world farm activity, enhancing this with small trays of soil and straw, as part of the vibrant environment. Although toddlers are unsure about the new textures initially, the childminder plays with these to model that the activity is fun. Toddlers observe the straw with intrigue as the childminder shakes this from a height and it falls back into the tray. This engages their interest and results in their own active exploration. This is further supported through other exciting investigative media, such as, flashing rubber balls, wicker objects, water and glitter filled objects, sponges and different textured cloth. These are set up invitingly in the

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who attend

The childminder undoubtedly knows the children in her care as she readily highlights new development. She enthusiastically notes toddlers' new language development as they express a three word sentence, 'Ready, steady, go', in imitation of the childminder while rolling the silver ball. Children's progress is reflected clearly in purposeful and systematic records of learning, which evidence that children are making significant gains in their learning. Parents are highly-informed about their child's learning, in order for them to support this at home and provide a consistent approach. For example, the childminder creates activity compact discs for parents and shares photographs using mobile phone applications. In addition, she records detailed information in daily journals of activities, links to the areas of learning and next steps for development. Parents are actively encouraged to contribute to the journals by adding comments, such as any new

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who attend

The childminder skilfully uses spontaneous opportunities and everyday routines to support toddler's early awareness of number. For example, she displays a number line in the garden and counts the stairs, toy trains and pieces of banana; as the childminder says 'One banana' toddlers continue to count by rote up to three. As toddlers attempt to send the toy bus down the garage ramp, the childminder introduces mathematical language and helps to solve problems as she says 'It's too big. Shall we find one that fits?' Toddlers show extreme confidence in their physical skills as they actively explore their environment. They competently roll the ball, negotiate stairs as they shuffle down each one on their bottom and steadily squat and return to standing as they pick things up.

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who attend

Toddlers are exceptionally confident communicators. The childminder extends their use of new words and models building sentences, for example, as she repeats what toddlers say and adds other words. She describes what she and they are doing within care routines and as they play. For example, she demonstrates how simple technology toys work, such as a plastic drill, showing how the drill takes off the wheels of the car. Toddlers clearly understand simple sentences and concentrate intently on favourite activities, such as the spiral train track. Their early interest in print is superbly fostered through signs, posters, photographs and labelling. Story sacks enhance their early literacy development, although, there is scope for parents to utilise these at home to further support their child's learning.

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

An exceptionally welcoming environment is created, which undoubtedly helps new children develop a strong sense of belonging and helps parents to feel comfortable and build up trust. For example, each child has their own labelled coat peg in the entrance and there is a wide array of information for parents, including different childcare advice leaflets. Toddlers are undoubtedly at ease in the childminder's home and the childminder is skilled in helping them build strong bonds and secure attachments with her. This is a result of transitions between home and the childminder's being exceptionally well-planned and supported. They include information being gathered through 'All about me' booklets before children attend, which include, for example, family photographs, details of what makes children sad or happy and home routines. In addition, the childminder effectively utilises information gained from providers, where children move from another setting. This

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

undoubtedly results in children receiving individualised tailored care, which ensures their emotional well-being.

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

Toddlers clearly feel safe with the childminder as they readily approach her to sit on her knee, or for a comforting cuddle when they become tired. The childminder uses age- appropriate language to help toddlers learn about dangers and keeping themselves safe. For example, she reminds them to be careful not to bump their head, as they retrieve a ball from under a chair.

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

Given their stage of development, toddlers' behaviour is excellent. The childminder manages any minor incidents of age-appropriate unwanted behaviour very positively. She sensitively explains about sharing, offering an alternative toy or duplicate toy as a very effective strategy to minimise their frustration. She offers frequent praise and encouragement, accompanied with gestures, such as clapping her hands, during mealtimes. As she prepares lunch she sings to engage their attention and occupy them while they wait momentarily. The childminder's superb role modelling clearly reflects in toddler's exceptional socialisation and use of good manners.

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

The childminder fosters children's early awareness of diversity to a superb standard through a wealth of resources. These challenge stereotyping and reflect a wide range of family backgrounds and cultures, such as dressing-up costumes, books, 'temple' building blocks, figure magnets and play people. In addition, the childminder enhances children's understanding through innovative displays. For example, a display reflecting disability includes disabled parking, toilets, wheelchair access and loop system signs, along with stories and role play resources, such as a soft doll in a wheelchair.

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

There are excellent practices to ensure children learn about a healthy lifestyle from an early age. Meals are superbly planned on a three-weekly menu, displayed for parents. They reflect nutritious, well-balanced and varied meals and snacks, including a more substantial homemade meal at teatime. Toddlers' understanding is reinforced through varied healthy lifestyle posters on the kitchen wall. The childminder works exceptionally well with parents to meet children's individual dietary needs, introducing different tastes and textures gradually to increase their enjoyment of food and support their development. Toddlers manage age-appropriate tasks, such as holding their own cup, helping to wash hands before lunch and eating a yoghurt where they practise their hand and eye coordination. They are clearly familiar with the consistent routines as they actively cooperate with nappy changing and recognise where they take a nap.

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

Toddlers have outstanding opportunities to be outdoors. This not only teaches them about the importance of fresh air and exercise, but enhances their opportunities to learn about nature. For example, they attend music and movement groups, feed the ducks and see what they can catch in the stream using fishing nets. They delight in observing the tadpoles in the tank, as part of a life cycle display in the kitchen, enhanced with books and a puppet replicating the life cycle of the frog. In addition, the childminder prepares toddlers for the magical experience of observing the life cycle of the butterfly close up through the purchase of a butterfly house kit and related stories. The childminder is also currently creating outdoor boxes to enhance children's experiences.

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provision

The childminder is well-qualified and has a wealth of experience in the early years sector. This undoubtedly contributes to the outstanding standards in her childminding practice and her pursuit of excellence in all aspects. She has a superior understanding of her responsibility to ensure that her provision meets the safeguarding and welfare requirements and learning and development requirements of the Early Years Foundation Stage. This is reflected in the great strides made since registration, with practice supported through meticulous policies, procedures and record keeping systems. The childminder evaluates her activities to ensure she meets children's individual needs and monitors their progress closely to ensure there are no gaps in their learning. Alongside the childminder providing an outstanding curriculum, she makes excellent use of internet resources, such as activity websites and community resources, to enhance children's

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provision

learning. For example, toddlers interact with a variety of creatures while attending 'creepy crawly fun' at toddler group.

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provision

An excellent commitment is shown to the development of childminding practice, in order for the childminder to continually build on her already first class service. She obtains childcare publications and accesses Ofsted and local authority websites to keep herself up- to-date. Her extended knowledge of early years is effectively used to improve and guide her practice. The childminder is currently in the process of becoming a member of a childminding network as part of her highly-targeted plans for the future, which demonstrates her dedication to delivering and sustaining a high quality service. Other key plans for development include becoming an accredited member of the network, in order to provide funded nursery education, to minimise additional transitions for children. This further evidences her exceptionally strong commitment to the continuous improvement of children's well-being and sense of security.

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provision

Space is organised superbly to meet children's individual needs and their safety is highly considered through meticulous risk assessments and wide-ranging safety equipment. Safety information, such as the displayed emergency evacuation procedure, effectively enhances procedures. The childminder has a thorough knowledge of child protection issues through keeping her safeguarding training updated and there are stringent procedures to be followed in the event of a concern of this nature. She continually ensures toddler's safety in the environment by maintaining high levels of supervision, fastening them securely in a highchair and staying close behind them as they negotiate stairs.

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provision

Partnership working with parents is outstanding. Consequently, children's individual needs are met through respectful and engaging relationships being fostered. Parents receive high quality information about the setting through a comprehensive welcome pack. Daily journals facilitate a two-way exchange of information between the childminder and parents, ensuring a consistent approach. Photographs of children taking part in different activities, such as playing in the snow, also update parents on what their children do. Parents' views about the provision are given the upmost priority and they are actively encouraged through questionnaires, for instance. These, alongside letters provided for the inspection, reflect extremely complimentary comments, such as the significant progress their children have made in the short time they have been attending and the personal care given. The childminder has a detailed understanding of linking closely with other settings,

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provision

and working closely with other professionals where children are identified as having additional needs, although, there is no requirement for this at present.

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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 EY456862 Local authority Lancashire Inspection number 899023 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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