Childminder in Lancashire

Inspection date

Previous inspection date 20/06/2013 08/12/2010

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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 children's imaginative skills so they can represent their own ideas, thoughts and feelings through role play, music and dance.  Opportunities to further enhance children's already very good understanding of the world, are not 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.  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 2007 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The premises are situated in the Colne area of Lancashire. She lives with her two children aged 12 and eight years. The whole of the ground floor of the property is used for childminding with access to a downstairs bathroom. There is access to a rear enclosed garden. There is a family dog.

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Information about the setting

The childminder attends toddler groups and activity groups. She visits local parks and play areas on a regular basis and collects children from the local schools and pre-schools. There are currently four children on roll; of these, one child is in the early years age range. Children attend for a variety of sessions and three children are school-age children who attend before and after school. The childminder is open all year round. Hours are flexible on Monday to Friday from 7am to 6.30pm.The childminder is a qualified nursery nurse and is an accredited childminder on the local network to provide funded early education for three- and four-year-old children.

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

 strengthen aspects of the programme for expressive arts and design, for example, by providing a stimulus for imagination through role-play, stories, music and dance

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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 knowledge of the world, for example, by providing more creative opportunities for children to investigate the outdoor environment and talk about places, objects, materials and living things.

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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 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 she plans for their future learning needs to ensure they gain the skills needed in readiness for school.

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who attend

The childminder supports children in making relationships as she models being considerate and responsive in her interactions. Children initiate conversations and listen to adults asking appropriate questions and, therefore, children develop their personal, social and emotional development. The childminder encourages the children to explore and talk about what they are doing and offers help with activities when asked. Children feel good about themselves when the childminder praises and encourages them when they achieve something and children are very confident and self-aware. Children can maintain attention and concentrate during their chosen activity. For example, when playing with the family figures and the role play tea-pot and cups. The childminder provides for imaginative play so children can talk about what is happening and act out scenarios in character to support their communication and language skills. Children use language to imagine and recreate

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who attend

roles and experiences. For example, they make a circle with the play figures and then sing 'ring o' roses' and 'the farmer in the den'. Children show good control and co-ordination in small and large movements. They experiment with different ways of moving at the parks when they climb large climbing frames and slides.

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who attend

Children develop their own health and self-care skills and manage their own basic hygiene and personal needs well. They develop early literacy skills as they link sounds to letters, naming and sounding the letters of their own name. The childminder encourages the children to talk about their own home, their nursery and experiences in the community and this helps children develop positive relationships with others. The learning programme for understanding the world is not fully maximised because the childminder does not consider other creative opportunities. This is so that children investigate the outdoor environment and talk about places, objects, materials and living things. Children explore and use simple tools and techniques competently. They select tools and techniques needed to shape, assemble and join materials together. For example, when constructing the circular train track and seating the figures in the carriages. However, there is room to

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who attend

enhance the learning programme for expressive arts and design to further enhance children's already good imaginative 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 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. 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

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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. Children make choices from the range of resources that focus on their own interests. They are welcomed and feel secure in the childminder's home and respond to the flexible routines. The childminder follows their lead and joins in sensitively in their play. All children's individual needs are planned for effectively, from information given from parents at entry into the childminder's care.

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

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. The childminder is a good role model and helps children to understand what acceptable behaviour is. Relationships are strong and children learn about respect for each other. Children learn to share and take turns and the childminder encourages the children to use positive language to communicate their needs. Children are made aware of safety aspects in the home and when out in the community. They wear identity badges with their childminder's name and contact details. Children understand the dangers of running and climbing in the house and to be careful in their play space when being active.

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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 in the garden to develop their physical skills. The environment is stimulating and well-resourced, and supports children's all round development and emotional well-being. All facilities, resources and equipment meet the care and learning needs of the children attending. 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 school. She knows the children well and plans activities to

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

interest them so they feel valued. Children are supported to achieve key skills in personal, social and independence skills to support their transitions to 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 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 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, and she is a qualified nursery nurse. The childminder has completed the self-evaluation process in line with her accreditation on the network and together with her network coordinator. She has identified her priorities for improvement linked to the learning programme for understanding the world and expressive arts and design. The childminder clearly identifies her strengths and is good at providing lots of different and challenging activities for the varied age ranges of children. She is attentive to safety aspects and keeping children safe and is very flexible, which helps and supports both parents and children. The childminder has responded effectively

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provision

to the recommendation raised at her last inspection.

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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 they are very happy with the service provided. They comment on the warm welcome they receive and state that children are well-cared for and have lots of things to do. Parents comment on the flexibility of the childminder so that they can work. As a result of effective relationships with parents, children's learning, progression and care are significantly enhanced. The childminder has links with other local childminders at the children's centre and through the local network. The childminder understands the importance of working in partnership with other providers and has good links with the local nursery school where children attend. She has support from her network coordinator and is able to provide funded early years education for three- and four-year-old children. Good partnership working ensures that

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provision

children are fully supported and improvements 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 EY362297 Local authority Lancashire Inspection number 821046 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

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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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