Childminder in Lancashire

Inspection date

Previous inspection date 18/06/2013 03/10/2011

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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 scope to extend the educational programme for mathematics, for example, to promote further opportunities to count through everyday routines to consistently develop and progress number skills.  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 lounge and kitchen.

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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 into account the views of parents from questionnaires.

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Information about the setting

The childminder was registered in 2004 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and child aged nine years in the rural area of Fence in Burnley, Lancashire. The whole ground floor of the property is used for childminding, with access to a play room/lounge and conservatory. There is a bathroom on the first floor and access to one bedroom for children to sleep in. There is a rear garden for outdoor play.

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Information about the setting

The childminder visits local parks, toddler groups and activity centres. There are currently two children on roll in the early years age range. The childminder operates all year round, apart from family holidays. Hours are flexible on Monday to Thursday from 7.45am to 5.30pm. The childminder is able to take and collect children from local schools and pre- schools.

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

 promote further children's understanding of early mathematics by ensuring counting is consistently used throughout the daily routines

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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 room. This ignites children's interests and supports their independence skills. Children make relationships with the childminder and explore their environment with support from her. They engage with their childminder to achieve a goal, for example, when they use the shape sorter and fit shapes into slots. The childminder positively praises, supports and encourages the children during their play. Therefore, they feel good

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who attend

about themselves and are confident and comfortable. Children develop their communication and language skills as they listen to the childminder and observe what she is doing. She talks to them all the time and encourages them to look at pictures and join in with actions and they point and gesture to familiar things. However, young children are not always given time to practise and develop speech and repeat words to communicate with the childminder to further extend their communication and language development.

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who attend

Children are very comfortable and relaxed with the routines and rhythms of the day. For example, they know when they are ready to sleep and when they need a drink. As a result, they feel secure and content. Children build relationships and use the childminder to explore independently as they venture away but come back for a cuddle and reassurance. Children develop their confidence and self-awareness as they want to do things independently when taking off their shoes. Children understand simple sentences and select familiar objects when asked. For example, when they throw the ball to the childminder and find their favourite book and toy. Children develop their physical skills as they use items for filling, emptying and carrying. For example, they take out the matching cards from one box and put them back into a bigger box. Children show an interest in books and the childminder provides books with hidden words and flaps and encourages

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who attend

and supports children's responses to the pictures. She supports children's knowledge of mathematics as she talks to them about shape, space and measure. She uses words, such as 'lots', 'few' 'big' and 'small'. However, there is scope to extend children's knowledge of numbers through everyday routines and more opportunities to organise, categorise and match throughout the continuous provision.

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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 a detailed knowledge of every child's needs and future needs. All children are at their expected level of development. They are progressing in their learning because the childminder understands how they learn and puts plans in place to monitor and track their learning. 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 and daily diaries are accessible to them. As a result, effective relationships with parents support children's learning and progression at the setting and at home.

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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 and excited. They respond to cuddles and reassurance as they look at the picture book. 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 appropriate equipment and toys so that they can rest, play and eat in comfort and develop their growing physical skills. Children are reminded to take care and are made aware of safety aspects in the home. As a result, children are well supervised and their safety and well- being are promoted well. Children's behaviour is well managed in a way that supports

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

their level of understanding, through boundaries and positive strategies. The childminder is a good role model and helps children to understand what acceptable behaviour is. Relationships are strong and children behave well. The childminder encourages children to play as part of a group and promotes sharing and caring. She talks to the children and tries to help them negotiate and problem solve. She uses distraction strategies and turns any negative behaviour around to focus on positive outcomes.

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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 effective 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 enjoy active play with music and movement, dancing, keep fit and lots of walks in the local area. The home 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. All facilities, toys and equipment meet the care and learning needs of the children attending.

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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. The childminder is competent in planning for children's future learning needs. There is a sharp focus on the prime areas for young children so they become competent in the key skills for their development. Parents comment very positively and state that they are happy with the service provided. They state that children are well cared for in a very safe, secure, loving and nurturing environment. As a result of effective relationships with parents, children's learning, progression and care are significantly enhanced.

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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. She always monitors her 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. 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.

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provision

She has completed the self-evaluation process and is clearly evaluating the provision and always looking for ways to further improve her practice. The childminder recognises her individual strengths, is very calm, sensitive and caring, and tends to others' needs before her own. She helps to support children to grow and develop and have the life skills to move on and go to school. The childminder has effective communication skills and good organisational skills. She has responded fully to the action and recommendation raised at her last inspection. She now records children's attendances even if only one child is present. Attendance registers show the times of arrival and departure of the children. The childminder has clear improvement plans and wants to develop further the learning programme for children's communication and mathematical skills in line with identified next steps of learning.

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provision

Partnerships with parents are well established, making a strong contribution to meeting needs. The childminder understands the importance of working in partnership with other providers when the need arises. She has links with the local authority quality improvement officer and with her local childminding network. She welcomes any support in order to keep up to date with new initiatives and changes. 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 EY287109 Local authority Lancashire Inspection number 820050 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 2

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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

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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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