Childminder in Lancashire

Inspection date

Previous inspection date 17/06/2013 13/07/2012

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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 very safe and healthy as a result of the safeguarding and welfare requirements being followed.  Children form secure relationships and develop their growing independence because the childminder provides sensitive support.  There is a stimulating, well-organised home to promote all children's learning and development.  Children are very happy, content and secure with the childminder and are progressing well in their learning.

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It is not yet outstanding because

 There is room to enhance babies' physical development through more equipment and furniture to support their standing and walking.  Opportunities to further enhance younger children's already very good communication skills are not yet fully maximised.

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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 lounge and kitchen area.

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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, planning documentation and a selection of policies and procedures.

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Inspection activities

 The inspector took account of the views of parents spoken to on the day of the inspection.

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Information about the setting

The childminder was registered in 2011 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and child aged two years in the Rawtenstall area of Lancashire. She works with her mother, who is also a registered childminder. The whole ground floor of the property is used for childminding, with access to a dedicated playroom. There is a rear enclosed garden for outdoor play. The family has a cat.

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Information about the setting

The childminder attends toddler groups and activity groups. She visits local parks and play areas. There is currently one child on roll in the early years age range. The childminder operates all year round. Hours are flexible on Monday to Friday from 7am to 6pm.

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

 strengthen aspects of the programme for physical development for babies, for example, by providing low-level equipment and furniture, both indoors and outdoors, so they can pull themselves up to a standing position or begin to walk

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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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who attend

The childminder provides a full range of interesting and challenging experiences to support children's learning and development needs very well. Children are happy and content with the childminder, and secure with the routines of their day. The childminder has a very secure knowledge of the areas of learning and she plans the educational programmes in line with the seven areas of learning. For example, children can freely access the dedicated playroom and easily access the toys and equipment that are set up around the rooms to ignite their interests and support their independence skills. The childminder is competent in tracking the children and planning for their future learning needs. There is a sharp focus on the prime areas for young children.

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who attend

The childminder plans lots of opportunities so that children can socialise at toddler groups, and meet with other people in their local community. They attend dance sessions and go on trips to places of interest; as a result, they learn about the world and become familiar with different people and places. Children make special relationships with the childminder and explore their environment with support from her. They show interest in the activities of other children and form relationships as they respond to the warm, loving and consistent care in line with their needs. Young children become confident as they have space to move, roll and explore the environment. The childminder provides physical and emotional comfort to support children in managing their feelings and behaviour.

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who attend

The childminder plans the environment to invite responses from babies, for example, touching, feeling, listening and exploring to promote children's communication and language. However, there are times when the childminder does not always fully encourage babies' sounds and babbling through continual repetition and using single words and sounds in play. As a result, children's development in speaking skills is not extended as well as it could be. The childminder positively praises, supports and encourages the children during their play. Therefore, children feel good about themselves and are confident and comfortable to make choices and explore. Children are involved in varied physical experiences, both indoors and outdoors, and space is well planned for free movement. Babies can use resources that they grasp and squeeze. The childminder shows babies how to make marks with paint and chalks by swirling, poking and patting. They can

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who attend

hold a pencil and make random marks with different strokes and become competent in moving and handling. They show delight in exploring these different media and materials. There is scope to offer more challenges and equipment for young children to stand and walk, to enhance and support their already growing physical skills.

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who attend

Teaching is effective and assessment procedures are focused and comprehensive. The childminder plans the learning programme from the information gathered from parents on entry to her care. Every child has an individual profile and learning journey. The childminder has detailed knowledge of every child's needs and developing future needs. All children are at their expected level of development. Children are progressing in their learning because the childminder understands how they learn and puts plans in place to monitor and track their learning. Children are involved in all activities. Relationships with parents are effective and make a good contribution to meeting all children's needs. The childminder discusses children's learning and progress with individual parents, and the learning records are accessible to them to support learning at home. As a result, effective relationships with parents support children's learning and progression.

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

The childminder is skilled and sensitive to support children to form strong, secure emotional relationships. She provides a good base to promote their personal, social and emotional development. For example, they respond to positive praise and encouragement from the childminder when they achieve a task. They share their feelings with her when they are happy, sad or excited. They respond to cuddles and reassurance as they snuggle in when they are tired. All children's individual needs are planned for effectively from information given from parents at entry into the childminder's care. Children explore their play area and begin to learn about safety. They can move confidently and safely in well-planned space. They use safe and generally appropriate equipment and toys so that they can rest, play and eat in comfort and develop their growing physical skills. Children's behaviour is well managed in a way that supports their

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

level of understanding, through boundaries and positive strategies. The childminder is a good role model and children learn about expected behaviours and respect for each other. Children are aware of the boundaries and made aware of safety aspects in the home. The childminder explains to them when things are hot, sharp or dangerous. She talks to children about the dangers of fire and practises fire drills with them.

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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. They participate in outdoor activities away from the childminder's home and develop their physical skills. The environment is 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 dedicated play space that is creatively organised.

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

Children are well supported and prepared for their next stage of learning. The childminder is actively working with children, supporting their development in order to progress their learning and ultimately move on to nursery or school. She knows the children well and plans activities to interest them so they feel valued. Children are supported to achieve key personal, social and independence skills to support their transitions to other early years settings and school.

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provision

The childminder has a good knowledge and understanding of how to protect and safeguard all children. For example, there are detailed policies and procedures for safeguarding, risk assessments and meeting children's welfare needs. The childminder is aware of what to do and who to contact if there are any safeguarding concerns. She has a secure knowledge and understanding of how children learn and always monitors routines and planning in order to meet children's learning needs. This ensures that a broad and balanced range of experiences and activities cover all areas of learning. The childminder is sensitive to dealing with any gaps in children's learning that she may identify, and has clear procedures to involve parents and other professionals.

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provision

Self-evaluation takes into account the views of parents. The childminder is committed to any additional training to improve her existing knowledge of childcare and children's learning. She has completed the required training in first aid, safeguarding and the local authority pre-registration workshops. The childminder has completed a thorough handwritten self-evaluation document. She identifies her priorities for improvement linked to the learning programme for communication and language and physical development. She clearly identifies her strengths and is good at promoting children's personal, social and emotional development. She is creative and has some good ideas and plans to carry out with children, both inside and outside the home. The childminder is caring and sensitive to individual needs. She has responded effectively to the actions and recommendations raised at her last inspection, showing the ability for continuous improvement.

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provision

Partnerships with parents are well established, making a strong contribution to meeting needs. Parents comment very positively and state that they are happy with the service provided. They comment on the fun activities and good ideas that the childminder offers. There is daily feedback to parents about routines and care practices. Parents state that the childminder is caring, calm and shows genuine care towards their children. As a result of effective relationships with parents, children's learning, progression and care are significantly enhanced. The childminder has links with her local childminders at the toddler groups and children's centres. The childminder works jointly with her co-minder to share best practice and ideas. She talks to parents and involves them in the routines and activities. Parents can see pictorial examples through photographs and information displays about children's learning and development. The childminder understands the

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provision

importance of working in partnership with other providers when the need arises. Good partnership working ensures that children are fully supported and improvements are identified, so that no child is disadvantaged. Therefore, children continue to access a good quality learning experience that meets all individual 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 EY430057 Local authority Lancashire Inspection number 875935 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 1

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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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