Childminder in Lancashire

Inspection date

Previous inspection date 12/07/2013 12/09/2011

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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 settle quickly and enjoy their learning. They are happy and relaxed in the warm and welcoming environment that the childminder provides.  Children make good progress in their development because the childminder provides challenging experiences that stimulate them and meet their individual needs well.  Children and their families are valued and included. Strong partnerships with parents ensure children's well-being is successfully maintained and their learning is fully supported.  Children's communication skills develop well due to the good quality interactions with the childminder.

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It is not yet outstanding because

 There is scope to improve the presentation of available resources to ensure they link more closely to children's current interests and ignite their curiosity.

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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 viewed the areas of the premises and garden used for childminding.  The inspector observed children at play with the childminder.

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Inspection activities

 The inspector sampled documentation required for the safe running of the setting, including the safeguarding policy.

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Inspection activities

 The inspector asked the childminder questions to support the observations and documentation.  The inspector took account of parents written testimonials.

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Information about the setting

The childminder was registered in 2011 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives in a house in Rishton, Blackburn with her three children aged three, nine and 11. The childminder uses the whole of the ground floor, upstairs bathroom and the rear garden for childminding.

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Information about the setting

The childminder attends a toddler group and the local children's centre. She visits the local shops and park on a regular basis and collects children from the local school. There are currently four children on roll. Of these, three are in the early years age group and attend for a variety of sessions and one is a school-age child, who attends before and after school. The childminder supports children, who speak English as an additional language. The childminder provides care all year round from 8am to 5pm, Monday to Friday, except bank holidays and family holidays.

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

 help children to become even more deeply involved in activities by presenting resources in a way that links even more closely to children's current interests and encourages them to move and combine them in a variety of ways to even further extend their exploration.

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who attend

The childminder has a secure knowledge of the Statutory framework for the Early Years Foundation Stage and understands that children learn best through play. She gathers comprehensive information from parents when their children first start with her about their likes, dislikes and capabilities, including stories and photographs. The childminder uses this information effectively, along with her own observations to form the children's starting points. She makes regular observations of the children as they play to see their achievements. The childminder efficiently uses these observations to identify children's next steps in their learning and to plan exciting and stimulating activities that challenge and enhance their learning effectively. Consequently, children make good progress towards the early learning goals. The childminder completes the progress check at age two as appropriate.

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who attend

The childminder is effective in encouraging the children to learn by providing activities and experiences that are fun and meet their individual learning needs well. For instance, children playing outdoors are learning well about the world they live in. They are engrossed as they diligently water the plants on the very warm day. Children understand that the plants need water when they get thirsty to keep them growing. They are very well supported by the childminder who engages them in discussion about what they are growing and that the flowers mean they may get some tomatoes this year. Children play daily in the outside environment and learn in a variety of weather. They have many other opportunities to learn about the world they live in through regular walks and trips into the community, such as to the park and children's centre.

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who attend

Children are effective, active learners. They find out for themselves, are willing to have to have a go and they enjoy their time with the childminder, who is fully involved with their play. The childminder enhances all aspects of communication and language well. She maintains a regular and effective commentary of children's play, helping them learn the vocabulary they need to describe what they are doing. Some children speak several languages and the childminder works closely with parents to promote their progress in English and home languages, for example, by learning key words in their other languages. Children learn about numbers during their daily play as they count animals and they identify numerals through displays at their height. The childminder emphasises the letter sounds of the noises animals make. As a result, this activity helps children to consolidate their communication and language, use mathematical skills effectively and begin to

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who attend

understand 'letter sounds'. Children also learn essential skills for the future as they play with interactive toys. This means children are learning that they can make things happen when they push a button, familiarising them with early computing skills. For example, pushing the coins into an interactive piggy bank causes noises and music. This means that the childminder supports children well and helps them to develop the skills needed for their next stage in learning and on to school where appropriate.

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who attend

The childminder helps to develop children's expressive arts and design very well, by introducing experiences, such as messy play, to enhance their imagination and learning through sensory experiences. Photographs show children painting, sticking and working with dough. The environment is rich in print as the walls show posters with words and numbers and letters. This helps children learn that text has meaning. Children enjoy books and the childminder fosters this enjoyment by making books with their favourite characters available. As a result, these activities are helping children to develop their literacy skills well and are providing experiences to aid their school readiness. However, the very good and stimulating resources are not always set out in a way that ignites children's interest and encourages them to move and combine them to further extend their exploration. For example, by linking available resources more closely to children's

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who attend

Parents are well informed of their children's learning. They discuss their child's achievements daily and have opportunities to look at their learning journey records. These show the progress their children have made. Furthermore, parents' comment on the good progress and inform the childminder of things their children have been doing at home. This helps to provide continuity of learning for the children, as both parties are aware of their achievements and can help them accordingly to increase progress over time.

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

The childminder nurtures the children's well-being very well, which ensures they settle quickly into her care. She finds out as much information as she can about each child from parents before they start. The childminder is a positive role model due to her kind and patient approach and is sensitive to their needs. She is skilled at identifying when children need to sleep and they respond well to the familiar routines. This helps children to form strong bonds and relationships with her and each other.

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

Children are happy and enjoy their play as the childminder participates in this and makes things fun for them to enjoy. They are well behaved and learn to take turns when they play. She continually acknowledges their achievements, such as when they are kind and share as they change their 'baby's nappy'.

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

Children spontaneously give the childminder a hug during play and approach her confidently, demonstrating that they feel secure with her. She promotes children's self- help skills as she encourages them to use the tissue to clean their nose, offering to help with the last little bit. The childminder also emphasises good hygiene practices. All children clean their hands before eating and know that this is to wash the germs away. This helps children to understand the importance of health and self-care, as they develop their independence. These opportunities help to prepare children effectively for their next stage of learning at pre-school or school and aids their transition.

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

Children participate in purposeful activities that support their understanding of their safety. They practise the fire drill and learn to keep themselves safe through everyday play. For example, as they play together outdoors, the childminder reminds children why they are wearing hats in the sun. When children decide to take the hats off, the childminder offers an alternative scarf and reinforces the need to protect their head from the sun. This means that children are able to make their own choices while remaining safe. The childminder and children talk about healthy options at mealtimes. Children eat well and the childminder provides healthy food and drinks at snack time, including fruit and cheese. Parents provide a packed lunch and dinner for children, who stay all day. Children decide if they would like the light meal or hot meal, knowing they will have the other later in the day. Children participate in a range of physical activities, such as outdoor play and regular

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

trips to the nearby park. They have opportunities to enjoy the fresh air daily. This supports children's understanding of the importance of regular exercise and a healthy lifestyle.

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provision

The inspection was brought forward due to a concern raised with Ofsted regarding a possible safeguarding issue. The childminder has a secure understanding of her responsibilities with regard to safeguarding children. Detailed guidance and up-to-date legislation are at hand should there be any concerns regarding any child's well-being. A comprehensive written safeguarding policy and procedure is in place, which supports her in her role. This assists her in keeping the children safe. She places high importance on promoting children's safety and conducts both visual and written risk assessments, both of the home and for any outings. This effectively minimises hazards to children and keeps them safe.

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provision

The childminder constantly reflects on her practice to make changes and she is effectively identifying her strengths and areas where she could make improvements. Her plans are well targeted and realistic. The childminder monitors her practice well. She seeks feedback from other practitioners regarding her interactions with children and uses this to inform her reflection. She watches the children as they play and evaluates their learning and progress. As a result, she knows the children she minds are progressing well. All actions from previous inspections have been addressed. For example, she now uses regular reflection to identify areas for improvement in the setting. The childminder demonstrates she can identify her strengths and weaknesses well and plans for improvement. This means that she has a very good capacity to continue to develop her practice to help all children reach their full potential.

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provision

The childminder demonstrates a good knowledge and understanding of the learning and development requirements of the Statutory framework for the Early Years Foundation Stage. She keeps comprehensive records of children's learning and uses this information to plan for their next steps in learning. The childminder has a thorough awareness of the areas of learning and she can demonstrate that children make good progress in their learning and development.

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provision

The childminder does not currently care for children, who attend other settings, never the less, she has good links with the pre-school. She arranges to borrow resources to provide the children in her care with high quality experiences. Strong relationships have been established between the childminder and parents. They contribute their thoughts and opinions to her self-evaluation through regular verbal and electronic communication, which enables the childminder to quickly address any issues that may arise. The childminder works well with parents, which enables her to meet children's continually changing needs. Parents indicate that they are very happy with the care the childminder provides through their testimonials.

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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 EY423670 Local authority Lancashire Inspection number 924245 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 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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