Childminder in Lancashire

Inspection date

Previous inspection date 11/07/2013 16/11/2009

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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 happy and settled, they enjoy loving and affectionate relationships with the childminder, who works closely with parents to ensure children's individual needs are fully met.  Children are motivated by a well resourced, indoor and outdoor learning environment. Consequently, children are active and inquisitive learners who enthusiastically explore and investigate their surroundings.  The childminder understands how young children learn and successfully builds on their enthusiasm for learning. She accurately assesses their development and provides a good range of interesting and challenging experiences that meet children's individual learning needs. Consequently, children make good progress.  Children who speak English as an additional language are well supported, this means they make the best possible progress to ensure they are ready for the next stage in their learning.

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It is not yet outstanding because

 There is scope to provide more opportunities for children to become familiar with, and to experiment with numbers in order to progress their learning even further.

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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 designated indoor and outdoor play areas and viewed the resources and equipment available to the children.

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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 a selection of documents, including children's records, planning, policies and procedures.  The inspector also took account of the views of parents expressed in questionnaires.

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Information about the setting

The childminder was registered in 2003 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three children aged six, 14 and 17 years in a house in Garstang, near Preston. The whole of the ground floor and a garden area to the front of the premises are used for childminding. The family has a pet rabbit and two love birds.

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Information about the setting

The childminder is currently working towards completing a level 3 Diploma for the Children and Young People's Workforce. She visits the local shops and park on a regular basis. She collects children from the local schools and pre-schools and supports children who speak English as an additional language.

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Information about the setting

There are currently four children in the early years age group who attend for a variety of sessions. She also cares for children aged over five years. She operates from 7.30am to 6pm each weekday, all year round, except for bank holidays and family holidays.

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

 consider further opportunities to enhance the good practice for children in supporting the programme for mathematics; by providing further opportunities for them to explore and experiment with numbers.

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who attend

The childminder has a secure knowledge of how children learn and develop. She understands the importance of working in partnership with parents and gathers comprehensive information about children's starting points, individual interests and needs. This helps the children to settle happily in her care. Regular observations of children's progress identify their stage of development and inform plans for the next steps in their learning. These are closely linked to children's interests and help them to acquire the skills and motivation to learn successfully. The childminder has developed good skills, knowledge and understanding of the characteristics of effective teaching and learning. As a result, she fully extends children's learning as she sensitively joins in with their play. Equally, she knows when to stand back and allow children uninterrupted time to play and explore on their own. This means that children enjoy a good balance of adult-led and

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who attend

child-initiated activities throughout the day. Children are working within the developmental stages expected for their ages and are developing the skills needed to take the next steps in learning, including the transition to school.

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who attend

The childminder encourages parents to be involved in their children's learning. She makes effective use of her daily discussions with parents to talk about children's progress, how learning can be supported at home, and to ask them to share their own observations of their children's achievements. The childminder keeps records of learning to help monitor children's progress in each area of learning, and parents are encouraged to contribute to these.

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who attend

The childminder has a good knowledge of how to teach children and how they learn. She organises the environment to offer children the continuous provision of play materials. This enables children to make independent choices in their play, to follow their interests and to return to resources to practise skills. The childminder manages the routine of the day to give children good opportunity to play at their own pace, in an unhurried and relaxed manner. As a result, children show deep levels of concentration, as they develop their own ideas and enjoy achieving what they set out to do. For example, they select the small world farm. They confidently ask the childminder for some assistance in putting together the farm buildings. Following the childminder's guidance they show determination to complete the task themselves. They later return to this activity to put the hay in the barn.

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who attend

Children's communication and language skills are given a high priority. The childminder models language and provides children with lots of opportunities to use language for communication. For example, the childminder uses familiar books and asks open-ended questions, which encourage children to think and talk about what they are doing. Consequently, children are making very good progress given their starting points. The childminder routinely extends children's vocabulary, introducing new words through everyday activities and experiences. To support children who are learning English as an additional language, the childminder has worked very closely with parents to ensure she can say key words in the child's first language. As a result, the childminder can understand what children are saying and increase children's understanding of English in a meaningful way. The children are confident communicators. They talk about what they are doing and

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who attend

initiate conversation with the childminder and visitors. Children enjoy looking at their record of learning and the photographs of them on display and talk about past experiences. Children enjoy daily opportunities to sing rhymes and listen to stories and are learning that print carries meaning. She uses mathematical language and plans activities to support children's learning of counting, shape and measure. These include singing number songs, matching shapes when constructing, and playing games such as dominos. However, the opportunities for children to explore and experiment with numbers, is not as well promoted. This means skills to help them identify numerals and match numerals and quantity are, sometimes, not as well supported as possible.

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who attend

Children benefit from a large outdoor space, which gives them opportunities to explore and develop an understanding of the natural world. They learn to care for the rabbit and the wildlife which visits the garden. The childminder makes effective use of community facilities and visits to local parks broaden children's learning experiences. These activities help children make good progress in preparation for school and the next steps in their learning.

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

The childminder provides a homely and welcoming environment for children. Their emotional well-being is supported and nurtured because the transition between home and the setting are thoughtfully planned and well organised. Children benefit from very secure attachments with the childminder, which provide a strong foundation for their general well-being and developing independence. The caring, supportive and nurturing environment ensures all children feel valued, safe and secure. Consequently, children demonstrate a very strong sense of belonging as they move purposefully around the childminder's home, making informed choices about how and where they spend their time. Care needs and routines are fully discussed and agreed with parents prior to admission, as a result, children settle extremely quickly and benefit from consistent care that meets their individual needs.

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

Children's self-esteem is developing well as the childminder continually praises their efforts and achievements. They show curiosity and listen to the explanations and instructions that are given by her. Young children use pointing and eye gaze to make their needs known. For example, when they point to their cup the childminder helps them to reach it from the table. Children are learning to live healthily and their daily routine ensures there is plenty of exercise. They enjoy playing outdoors in the fresh air every day, making use of the local park, the childminder's garden and, occasionally, toddler groups. Inside the childminder organises a stimulating range of age-appropriate play resources. The childminder supports younger children to develop independence skills and begin to manage their own personal needs by encouraging children to wash their hands before snack. The childminder provides food and drink for children according to their individual dietary requirements.

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

Snacks are healthy, such as fresh fruit and water.

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

The childminder is a positive role model for children's behaviour, she is courteous and shows them respect in all they say and do. Her behaviour management strategies effectively help children to understand the behavioural expectations. The childminder acknowledges their achievements through frequent and meaningful praise and encouragement. The childminder teaches children how to look after themselves. They practise the emergency evacuation procedure and she reminds them about how to play safely, such as putting away toys so they do not trip over. Children access resources and enjoy activities to help nurture their appreciation of similarities and difference between themselves and others. For example, the childminder provides books, which reflect positive images of diversity and plans activities to look at different cultural celebrations. Children's personal, social and emotional development is particularly well fostered. This

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

promotes children's confidence and their enthusiasm for learning, which helps ensure children are well prepared for their transition into nursery or school.

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provision

The childminder has a good understanding of local safeguarding and child protection procedures. She fully understands her responsibilities and the procedures to follow if she should have any concerns. Consequently, children are effectively safeguarded. She makes sure all of the required documents that promote children's well-being are in place and shared with parents. For example, the procedure for the safe administration of any medication required is well documented. Risk assessments are thorough for all areas indoors, outdoors and on outings, minimising any potential risks to children. The childminder has a clear understanding of the importance of working in partnership with parents, external agencies and other settings to ensure children's needs are met. She advocates that all parents should be involved in their children's learning, and parents comment on how happy they are with the service she provides. The childminder

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provision

understands the need to develop friendly relationships with staff in other early year's settings in order to promote continuity of care. Currently, there are no children on roll attending other provisions.

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provision

The childminder has a good understanding of her responsibilities for meeting the learning and welfare requirements of the Early Years Foundation Stage Framework. She makes good use of observations and takes children's individual interests, age and capabilities into account to inform her weekly planning. For example, through observation the childminder identified a child's interest in puzzles, through the provision of additional and more complicated puzzles, this extended the child's problem-solving skills. Arrangements for observation and assessment are secure. Children's progress is tracked and shared with parents. Consequently, the educational programmes are effectively monitored to ensure children make consistent progress in their learning and development.

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provision

The childminder is fully committed to provide children with high quality care, she regularly reflects on and evaluates her practice to achieve continuous improvement. She attends appropriate training to further develop her knowledge of early childhood and is currently working towards a recognised level 3 early years qualification. She uses a self-evaluation form as a working document to identify priorities for change and to monitor the impact of these. The childminder takes into account the views of parents through questionnaires, which further supports effective self-evaluative practice.

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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 EY255895 Local authority Lancashire Inspection number 819753 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 5

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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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