Childminder in Lancashire

Inspection date

Previous inspection date 24/06/2013 09/07/2012

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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 steps taken to safeguarding children and protect their welfare.  Children form secure relationships and develop their growing independence because the childminder provides sensitive support.  There is a stimulating, well-organised environment provided within the 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

 Opportunities to further enhance children's already very good technology skills, are not yet fully maximised.  There is scope to enhance children's self-help skills through more opportunities to do things for themselves.

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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 play areas.

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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.  The inspector took account of the views of parents from the questionnaires.

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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. The premises are situated in the Accrington area of Lancashire. She lives with her partner and two children aged 14 and seven years. The whole of the ground floor of the property is used for childminding, with access to two dedicated playrooms. The bathroom on the first floor is used for childminding purposes, along with an enclosed, rear garden. The family has a dog.

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Information about the setting

The childminder attends toddler groups and activity groups. She visits local parks and play areas and is a member of a network of childminders. There are currently 11 children on roll of which four are in the early years age range. Children attend for a variety of sessions and children aged over five years who attend before and after school are also cared for. The childminder is open all year round. Hours are flexible from Monday to Friday from 7.30am to 6pm. The childminder is a member of the Professional Association for Childcare and Early Years.

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

 strengthen young children's self-help skills by, for example, leaving a last small step for them to complete, when putting on shoes or pulling up their trousers

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

 provide a wider range of resources to help enhance and consolidate children's use and control of technology and mechanical toys.

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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 these. She observes what children do, tracks their progress and plans for their future learning needs. There is a sharp focus placed on promoting the prime areas of learning, and this ensures children develop the key skills they need for their future learning and in readiness for school. Children enjoy a wide range of learning experiences and are active learners who often lead their own play. For example, children can freely and easily access the toys and equipment that are set up around the dedicated playrooms and these ignite their interests and support their independence skills.

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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 go on trips to places of interest and attend community activities. 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 her support. They initiate conversations and are sociable with familiar adults. Children are confident to express their own needs and interests, such as asking the childminder for help with the jigsaws. Children welcome and value the praise given for their achievements and the childminder is supportive, sets good examples and is sensitive to children's feelings, particularly if they become frustrated or find things difficult to do. Children have good listening and attention skills and they follow instructions when it's time to wash their hands and sit down at the table for lunch.

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who attend

Children's language and communication skills are supported well. They gain an understanding of complex sentences and respond easily to questions about, 'who', 'what' and 'where'. Children can hold a conversation and jump from topic to topic as they describe their ideas and views. They develop their physical skills as they go up and down the stairs, holding on to the rail and the childminder's hand. Children develop their health and self-care skills as they feed themselves competently with a spoon and communicate their need for the toilet. However, there are times when children need further opportunities and challenges to do things for themselves. For example, there is scope to step back and provide more encouragement for children to try to put on their own clothes or shoes, so that their independent self-care is enhanced in readiness for the move onto school. Children's understanding of simple mathematics is developing well because the

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who attend

childminder provides good opportunities to support this through everyday routines. For example, they recite some numbers in sequence when they go up and downstairs, and use number names spontaneously when counting during their play. Children begin to categorise objects according to their features, shapes and size when making the jigsaws and sort the family figures in a line. Children successfully fit shapes into spaces on the inset boards. They enjoy role play and show an interest in different occupations. For example, using the medical instrument toys during their pretend play and consolidating their learning through a storybook about a nurse. However, children have fewer opportunities to extend and consolidate their knowledge about the use and control of simple technology and mechanical objects that work in different ways.

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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 into the childminder's 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 and in some areas are above that level. Children are progressing in their learning because the childminder understands how they learn and puts plans in place to monitor and track their learning.

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who attend

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 their child's 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 in supporting children to form strong, secure, emotional attachments. She provides a good base from which to promote children's personal, social and emotional development. For example, children respond to the positive praise and encouragement given by 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 engage the childminder in their play. Information gained from parents is used effectively to plan support for all children's individual needs.

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

Children freely explore their play area and begin to learn about safety. The childminder ensures that the furniture and equipment are suitable for children to use. Children are well supervised at all times. They gain an understanding of risks and know how to use the large climbing equipment at parks in a safe way. The childminder supports children to take some risks and is always close by to support them. Children are familiar with the areas of the house that are out of bounds and are clear that they must not answer the front door or let anyone into the home. Children's behaviour is well managed in a way that supports their 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. They are asked to respect the toys and equipment and take on responsibility for tidying away.

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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. 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

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

supported to achieve key skills in their growing 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. The childminder has a secure knowledge and understanding of how children learn. She 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 is offered that 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, when necessary.

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provision

Self-evaluation takes into account the views of parents. The childminder is committed to obtaining 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. Self-evaluation is effective and she identifies her priorities for improvement, clearly identifies her strengths and is well organised in her practices. She is caring, loving and supportive and has good knowledge of children's needs. There are good relationships with parents. 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 children's needs. Parents comment very positively and state that they are happy with the service provided. They comment on their children's development being improved, that children have lots of individual attention and excellent care is given. Parents state that the childminder is flexible in response to their working patterns and they have no worries. Parents comment on the activities, routines and outings provided and feel that their children are well stimulated. As a result of effective relationships with parents, children's learning, progression and care are significantly enhanced. The childminder has good links with other local childminders at the toddler groups and children's centres. She is registered as part of a local network of childminders and values the support from her network coordinator to share practice ideas and update policies. The childminder displays

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provision

photographs for parents about children's learning and development. The childminder understands the importance of working in partnership with other providers and has strong links with local nursery schools and pre-schools where minded children also attend. Good partnership working ensures that children are fully supported and benefit from continuity in their care and learning.

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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 EY441675 Local authority Lancashire Inspection number 876120 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 11

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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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