Childminder in Lancashire

Inspection date

Previous inspection date 16/07/2013 02/10/2012

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early years provision

This inspection: 2 Previous inspection: 2 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 young children's social development, so they can play cooperatively alongside others and recognise and understand the rules for being together.

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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 playroom, kitchen and lounge.

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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, a selection of policies and procedures and children's welfare records.  The inspector took into account the views of parents from the questionnaires.

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Information about the setting

The childminder was registered in 2002 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The premises are situated in the Mereclough area of Burnley in Lancashire. She lives with her partner and three children aged 12, 10 and eight years. The whole of the property is used for childminding with the exception of the outdoor forecourt and the bedrooms. The family has a pet dog.

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Information about the setting

The childminder attends toddler groups and activity groups. She visits local parks and nature areas on a daily basis. There are currently eight children on roll, four of whom are in the early years age range, who attend part-time sessions. The childminder collects children from the local schools and pre-schools. She is open 45 weeks a year. Hours are flexible on Monday to Thursday from 7am to 7pm.

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

 reflect on and develop additional methods to encourage young children to make relationships, such as resources that promote cooperation between two children and help young children to recognise and understand the rules for being together with others.

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who attend

The childminder plans for individual children in response to the information gathered from parents before they start attending. Each child has a learning record and this is used as a communication tool with parents to involve them in all aspects of their children's development and progress. The childminder has detailed knowledge of children's current and future learning needs. Therefore, teaching is effective and observation and assessment procedures are focused. All children are involved in activities and are fully motivated and secure in their routines. They are all progressing at their expected level of development. In some areas, children are above that level given their age and stage of development. This prepares them well for the next stage of learning and progress to nursery or school. Relationships with parents are effective and make a good contribution to meeting all children's needs. The childminder discusses children's activities on a daily

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who attend

basis. They are fully aware of how the childminder organises her home, toys and equipment and how she is supporting their children to progress towards the early learning goals. The childminder is supportive and sets good examples about social behaviour that children follow. She understands how important good relationships are to children's development and helps them to learn to be together. However, there is room to develop additional methods for encouraging younger children to recognise and understand the rules for being together with others, in order to form friendships and play cooperatively. The childminder plans one-to-one time with young children and engages in playful interactions that encourage them to respond and mimic her. Children develop their confidence and self- awareness and learn that their voice and actions have effects on others. The childminder follows children's leads when they help themselves to resources and explore their

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who attend

surroundings. She responds to what children are interested in and provides a range of different activities, stories and games. Children concentrate on their chosen activity as they thread with coloured bricks and sequence the colours with the matching cards. The childminder supports children's knowledge of numbers well, as she counts during everyday situations and when engaging in their activities as play with coloured cubes. Children develop their imaginative skills as they use available resources to support role play based on their own experiences. Children are curious about people and show an interest in their learning records and enjoy looking at the photographs of themselves and talking about their family. Children are familiar with their routines and know when it is time for washing hands and sitting down for lunch. They become aware of people and communities as they attend toddler groups, local activity centres and engage in nursery and school pick up. The

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who attend

childminder joins in sensitively with children and responds to their ideas of how to use the toys and resources. The childminder describes what children are doing and encourages them to talk about it. This good practice helps children to feel valued and to concentrate, as they remain focussed throughout their play.

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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. 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. For example, they choose their own toys from the storage boxes around the environment and the childminder supports them to access the toys safely. Children understand that they must hold the childminder's hand when out and about near the roads. They 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 develop knowledge of their own health and self-care needs and recognise the need to drink in hot weather and tell the childminder when they want to relax. 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. They understand why they should not climb on the arm

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

of the sofa or jump on the furniture. The childminder encourages them to have manners and to be kind and gentle with each other. She gives clear explanations to children about the difference between right and wrong. As a result, children are able to develop skills for the future and make a positive contribution.

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

The childminder provides good opportunities for children to develop independence, physical skills and emotional well-being. Children move freely and with confidence and can negotiate space and avoid obstacles. They use small vehicles in flour to draw lines and circles using gross motor movement. Children develop a good understanding of the importance of their health and well-being. They learn about healthy foods and are provided with a range of healthy meals and snacks.

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

The environment is stimulating with lots of toys and activities, which support children's all- round development. The premises is 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. Overall, children are supported to achieve key skills in personal, social and independence skills to support their transitions to other early years settings and school.

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provision

Since the last inspection, the childminder has worked hard to retain her good judgement, working very closely with a quality improvement officer from the local authority. She has kept up to date with all the mandatory training and continues to review and reflect on her resources, environments and policies and procedures. The childminder has a secure system for observing, assessing and for monitoring children's learning. All policies, procedures and records are up to date and well maintained for the safe and efficient management of her provision. Children are effectively protected from harm as the childminder demonstrates a secure knowledge of safeguarding issues and procedures. She understands both the learning and development and the safeguarding and welfare requirements of the Statutory framework for the Early Years Foundation Stage and delivers them effectively. As a result, children's safety and well-being is fostered

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provision

Self-evaluation takes into account the views of parents. The childminder is committed to any additional training and support from her local authority to improve her existing knowledge of childcare and children's learning. She clearly identifies her strengths and is good at building up relationships with parents and providing a range of activities and opportunities across the seven areas of learning. The childminder has considered and responded to the recommendations raised at her last inspection, showing the ability for continuous improvement.

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provision

Effective communication with parents and others makes a strong contribution to meeting children's care and learning needs. Daily discussions, activity sheets, communication books and telephone texts are just some of the communication methods used. Parents' comment very positively about the service they receive and choose the provision because of recommendations from local schools, nurseries and other parents. They comment on their children being happy and settled and that the childminder works flexibly to meet needs when dropping off and collecting children from their own homes. 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 activity centres. She is supported by her local authority quality improvement officer. The childminder talks to parents and involves them in the routines, activities and learning

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provision

records. She understands the importance of working in partnership with other providers and there are effective systems in place for children attending school and nursery school to complement their learning and progress. Good partnership working ensures that 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 EY236417 Local authority Lancashire Inspection number 902138 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

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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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