Childminder in Lancashire

Inspection date

Previous inspection date 21/05/2013 Not Applicable

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early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder has a secure understanding of how children learn best through play. She purposefully plans fun activities and makes good use of spontaneous opportunities to promote each child's learning.  Children enjoy a range of visits to places in the community, such as, to a farm shop, toddler groups and places of interest to develop their learning and promote their social skills.  The childminder interacts and communicates particularly well with babies and successfully promotes their emotional well-being.

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It is not yet outstanding because

 Resources, such as natural objects and everyday items, are not accessible to babies and young children to look at and handle, which lessens their very good opportunities to investigate their world.  There is scope to extend the range of music playing to include songs in other languages, and to sing rhymes in other languages. This is to raise children's rapidly growing awareness of similarities and differences from an early age.

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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 living room.

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Inspection activities

 The inspector inspected the kitchen, conservatory, garden, first floor bathroom and two bedrooms.  The inspector looked at the records kept and the policies and procedures.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the observations.

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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 four years and one year in a house in Penwortham, Preston. She uses most of the ground floor and a bedroom and toilet facilities on the first floor for childminding. There is an enclosed garden for outdoor play.

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Information about the setting

The childminder holds an appropriate early years qualification at level 3. She collects children from the local schools and pre-schools. There are currently three children on roll, one is in the early years age group and two are school-age children who attend after school. She is open all year round, from 7.30am to 6pm, Monday to Friday, except for family holidays.

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

 provide a range of everyday objects and natural items for babies to explore and investigate to further enhance their understanding of the world

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

 make greater use of music and songs in other languages to raise children's awareness of similarities and differences from an early age.

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who attend

The childminder works closely with parents to effectively meet the needs of babies and children. In addition to them visiting her home, she visits children's homes so they are familiar with her before they start. This helps them to settle quickly. When children first start, the childminder identifies what they already know and can do. She observes and accurately assesses children's abilities and parents contribute to these initial assessments. This gives her the children's starting points, which she uses to plan suitably challenging experiences. A detailed daily account of children's care and activities shared with their learning records and scrapbooks of photographs, keep parents well-informed of their children's progress. The childminder actively encourages parents to provide ongoing information about their children's learning and development at home.

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who attend

The childminder has a secure knowledge and understanding of how children learn through play. She provides experiences that interest children and challenge them to make good progress. She interacts exceptionally well with babies and successfully encourages their communication. She talks to babies about what they are doing so they can link words with actions. She acknowledges and sometimes gives meaning to their babbles, which successfully encourages babies to practise and develop speech sounds. Children develop good speaking and listening skills and show a keen interest in literacy. Babies sit comfortably on the childminder's knee or propped up with cushions as she shows them books and talks about the pictures.

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who attend

Children are effectively supported to develop their physical, personal, social and emotional development, their behaviour is good and they work well together. Their good progress in these areas ensures they have the key skills needed for the next steps in their learning, for example, when they move on to nursery and school. The quality of the childminder's teaching is good. Children are keen to learn and are working securely within the typical range of development expected for their age. Babies are given comfortable floor space to lie and roll. They are supported to sit so they can see the world from different angles. Their awareness of technology is raised as they sit in front of a toy and push buttons to activate recorded speech and lights. Babies play and actively explore what they find. They pass stacking cups from hand to hand and sometimes turn their heads to search for one that has dropped. Babies run their fingers through dried oats on a tray. This sensory

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who attend

experience encourages their early writing skills as they make marks on the tray. However, their keenness to investigate is not extended to include natural objects or everyday items to handle, which means their understanding of the world is not always enhanced as well as possible.

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who attend

Babies and children learn about their local community on daily outings as they visit places, such as, the farm shop and toddler groups. The childminder provides art and craft activities to raise children's awareness of some cultural events. For example, she talks about Mother's Day as they print flowers on cards using their painted hands. Resources are varied and some books reflect differences and similarities. Babies listen to songs but not from a range of cultures and languages, which means opportunities to raise their cultural awareness are sometimes missed.

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

Babies demonstrate a secure attachment to the childminder. She finds out as much as she can from parents about their likes, dislikes and routines and takes care to use the information. This ensures routines are familiar and comforting and enables babies to feel very secure and to settle well. Each child's individual health, physical and dietary needs are met to a high standard. Babies eat nutritious home-cooked meals, such as pureed chicken casserole with farm fresh vegetables, followed by a pudding of strawberries and raspberries. Older children taste a range of different fruits because they choose which ones to buy for their snacks. They make decisions about what is for tea and sometimes prepare foods, such as pizza. They gain an awareness of healthy foods as they enjoy these planned cooking experiences. The childminder follows hygienic nappy changing routines and discusses and agrees sleeping arrangements with parents. This means each

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

child can rest or sleep according to their individual needs and parents' wishes. Every day, babies and children enjoy fresh air as they walk to school or sit in the garden. Babies experience motion backwards and forwards as they sit in a swing with a safety harness. Older children exercise vigorously as they pedal to operate the roundabout and climb on equipment at the local park. Children play in a stimulating and welcoming home with good quality toys, which support their all-round development and emotional well- being. They help themselves to a wide range of toys due to the way the childminder organises her home. She allows children time to investigate on their own but knows when to offer help. Children work together and share and this effectively promotes their well- being and independence.

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

Babies demonstrate that they feel safe and secure with the childminder as they happily investigate items. The childminder explains to babies that she is moving items on the floor so they do not roll on to them. Older children learn about safety on outings as they look both ways before crossing the road. Regular outings to the toddler group are purposefully planned to help develop confidence and independence as children become aware of others. This helps them to prepare for the next stage in their learning, such as nursery or school.

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provision

The childminder efficiently manages her service through following clear procedures and maintaining accurate records to keep children safe, protected and supported. Every day, she visually checks if her home is suitable and safe for children. She regularly reviews her risk assessment, which is clearly written, to ensure that hazards are kept to a minimum. When leaving home, either on the school run or on outings, she takes a first aid kit, which means she is prepared to protect children's health in an emergency. The childminder has a good awareness of child protection gained through recently attending a workshop. She demonstrates a clear knowledge of the indicators of abuse or neglect and how to work with other agencies. The childminder fully understands her responsibilities in meeting the safeguarding and welfare requirements of the Statutory Framework for the Early Years Foundation Stage.

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provision

Since registration, the childminder has made rapid progress to build a good service that effectively meets the unique needs of children. She demonstrates a strong drive to build on her success. She holds a recognised childcare qualification and improves her knowledge, understanding and practice at regular training events. She listens to other professionals and meets regularly with other childminders. They share and learn from each other's best practice. Parents access good quality information about the way the childminder works. They increasingly provide their views to help develop the service. Older children provide their views about their time with the childminder by placing smiley and sad faces on questionnaires. The childminder does not currently work with any other settings but has a good understanding of the benefits of working in partnership when required.

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provision

Children make good progress in their learning and development due to the childminder's secure understanding of the learning and development requirements of the Statutory Framework for the Early Years Foundation Stage. She provides children with a broad range of experiences that help them make good progress to the early learning goals. The childminder monitors children's progress and identifies any gaps in their learning. Each week she plans what children need to learn next using the previous week's observations so that no child falls behind.

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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 EY455491 Local authority Lancashire Inspection number 895009 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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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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