Childminder in Lancashire

Inspection date

Previous inspection date 17/07/2013 04/06/2009

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early years provision

This inspection: 2 Previous inspection: 1 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

 As a result of effective care practices, children are happy, confident and clearly at ease in the home from home environment, in which the childminder and her assistant are loving and caring.  There is strong partnership working with parents, including effective arrangements for communication. Consequently, children's individual needs are well met.  Children are effectively helped to learn about the wider world and nature through exciting first-hand experiences, including outings.  Children behave well and their self-esteem and confidence is effectively fostered as a result of positive reinforcements.

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It is not yet outstanding because

 The environment is not always used to its full potential, in order to consistently engage all children's interest and support their learning.  There is scope to enhance children's learning, with particular regards to the childminder's assistant's quality of teaching.

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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 and care routines in the lounge, kitchen diner, ground floor bathroom and garden.

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Inspection activities

 The inspector spoke with the childminder, her assistant and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at a selection of policies, documentation and children's records and took account of the views of parents spoken to on the day of the inspection.

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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. She lives with her husband and three children aged 13, 11 and four years in a house in the Lowerhouse area of Burnley, Lancashire. The childminder's husband also works with her as an assistant. She uses the whole of the ground floor and the upper part of the rear garden for childminding. The childminder attends groups and visits local shops and parks on a regular basis. She has two dogs, two rabbits, two guinea pigs, chickens and a love bird.

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Information about the setting

There are currently 14 children on roll. There are nine in the early years age group, who attend for a variety of sessions and six school-aged children, who attend before and after school and during the school holidays. The childminder provides care all year round from 6.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder and her husband both hold a childcare qualification at level 3.

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

 enhance children's learning by reviewing the quality of all adult's interaction, to ensure that children are consistently motivated and challenged through the use of open questions as they play

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

 review the organisation of the environment, in order to enhance all children's learning through the range of readily accessible toys, which are fully relevant to their interests and individual next steps.

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who attend

The childminder has a good understanding of the areas of learning. Consequently, she helps them develop skills, which prepare them for their next stage of learning, such as nursery or school by providing a variety of enjoyable first-hand play experiences. For example, she provides a tray of ice cubes enhanced with arctic animals. Children express their imagination and use descriptive language, such as cold and slippy, as they enthusiastically engage in the activity. The childminder extends children's learning effectively as she asks if they can remember where the animals live and suggests looking later at the world globe to find the North Pole. Children develop an understanding of the scientific concepts as they talk about why the ice-cubes are melting, thus, creating a pool for the animals. Additional resources are set out by the childminder for children to freely choose from. However, there is scope to enhance the indoor and outdoor learning

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who attend

environment; by extending the selection available for toddlers, in particular, in order to consistently engage and sustain their interest during child-led play.

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who attend

The childminder establishes what children know and can do on entry in conjunction with parents then effectively monitors their progress through systematic observation and assessment. This results in clear next steps being identified for children's learning. Children are working comfortably within the appropriate development band for their age. Parents are very well informed about and involved in their children's development. For example, they readily access their child's confidential on-line individual photographs and daily diary, which provides comprehensive information about children's care and learning. Parents can also access their child's individual next steps for learning, also discussed verbally and are provided with suggestions about how they can extend and support these at home. Parents are also encouraged to share their own observations. Consequently, children are helped to make optimum progress.

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who attend

The childminder uses spontaneous opportunities to extend children's learning and encourages their language for thinking through open-ended questioning. For example, as she places the tray of melted ice outside, she asks children why they think the water has gathered more in one side. She explains this is because of the slightly sloping garden floor. Both the childminder and her assistant engage themselves in children's play, exampling having fun, which increases children's enjoyment. For example, the childminder makes up a game of fairies, sprinkling pretend fairy dust on the children to wake them up from their pretend sleep. She flaps her arms, pretending that these are fluttering fairy wings. Children delight in copying as they softly move around the lounge, expressing confidence in their own physical movements. As children giddily move their bodies to action songs, the childminder's assistant enthusiastically joins in. Nonetheless, there is

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who attend

scope for the childminder to develop his quality of teaching, in order for him to use more skilful and purposeful questioning to improve learning.

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who attend

Toddlers show their developing creativity as they choose a bag and pair of shoes from the dressing up box. They amusingly imitate adults as they put the bag across their shoulder and pretend to go shopping. Children aged four years link up with their peers, introducing a narrative into their imaginative play as they play with the dolls and prams and draw on the mark-making mat. They show good small physical skills as they draw a range of patterns and shapes. Children delight in looking for eggs the chickens have laid as they excitedly lift the flap of the chicken coop and are encouraged to count how many there are. They also learn about living things and the lifecycle as they engage in planting and growing and help care for the childminder's pet rabbits and guinea pigs.

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

Children clearly have strong bonds and attachments with the childminder and her assistant, as a result of effective settling-in arrangements. This involves close partnership working with parents, in order to provide individually tailored care for children, which is consistent with that given at home. For example, parents are encouraged to complete 'All about me' information, which enables them to share what they know about their children. They provide information about children's individual needs, such as any allergies or dietary requirements and share home routines, in order for the childminder to implement these consistently. As a result, children feel safe and secure and their welfare is promoted. As children move between settings, such as nursery or leave for school, their continued sense of security is fostered well. For example, children undertake visits and the childminder introduces stories and role play activities to support their transitions.

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

Children's self-care and independence is actively encouraged. For example, they readily wash their hands before eating a snack, choose what they want to play with and are encouraged to manage tasks, such as putting on their own footwear to play outside. Children are sociable and friendly. They talk about what kinds of fruit they have in their bowl and link up during different types of activities. Visits from the fire service and discussions about different aspects of safety, enable children to learn about dangers and keeping safe. The childminder also reinforces children's understanding through gentle reminders where unsafe practice is observed. For example, she reinforces the safe use of the slide, to prevent accidents.

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

Children are very cooperative and respond positively to adult requests. They delight in receiving stickers and reward charts are used to support them through particular stages of development. Children learn to value and appreciate the similarities and differences between themselves and others. For example, they observe positive images of diversity through toys and take part in activities, such as themed days. They make flags, for instance and try foods from around the world. The childminder's assistant acts as a positive male role model and challenges any gender bias, for example, as he jointly undertakes domestic tasks.

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

The home is presented in an adequate state of cleanliness and the childminder implements satisfactory hygiene routines, in order to help children stay healthy. Children are effectively encouraged to learn about healthy lifestyles with regards to making good choices about what they eat from an early age. They are provided with healthy meals and snacks and help harvest potatoes, strawberries, carrots and peppers. This enables them to learn about the food chain and observe differences in between raw and cooked foods. Children have good access to fresh air and exercise as they play in the garden and explore large open spaces during visits to the seaside and parks. This enables them to develop confidence in their physical skills and discuss how exercise is good for them.

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provision

The childminder has a good knowledge of the Early Years Foundation Stage and fulfils her responsibilities in meeting the safeguarding and welfare and learning and development requirements. She has many well-organised written policies and procedures to support her practice and promote the efficient and safe management of her service. She closely monitors all children's individual progress, in order to support each child's achievements and ensure they experience good quality care and a varied curriculum. Arrangements for safeguarding children are good. Children are able to explore freely and stay safe as a result of good supervision levels and risk assessments, which identify and reduce hazards. The inspection found that the childminder is fully aware of her responsibilities and takes all the necessary steps for appropriate treatment and informing parents in the event of accidents. The childminder undertakes a full review of the

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provision

information she obtains from parents and her own risk assessments for outings, including the use of equipment when attending groups, to fully ensure that risks are minimised or eliminated. The childminder has a good understanding of possible signs of abuse or neglect and has clear procedures to follow, in the event of a concern of this nature.

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provision

A reflection book is used by the childminder as part of her systems for identifying areas for improvement and updates documentation to ensure it reflects the current framework. She keeps up to date with practice issues, for example, by attending local authority cluster meetings, linking closely with her local children's centre and liaising with other childminders. The childminder has recently distributed questionnaires to parents, in order for her to undertake an analysis of their views to help inform her service. Those returned so far, alongside verbal comments from parents dropping children off, are very complimentary. The childminder accesses short courses to enhance children's care and learning, such as, child protection, messy play and planning. She places a significant emphasis on outdoor learning and plans many educational and exiting outings, which enhance children's first-hand experiences. For example, children visit the farm shop,

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provision

Parents receive good quality information about the childminding service. They receive copies of policies and procedures, including those which have been updated and all necessary parental consents are obtained. This ensures they are fully informed about and in agreement with the care and education of their children, including the use of an assistant. Ongoing communication is effectively exchanged through daily conversations during drop off and collection periods, detailed daily diaries and newsletters. The childminder has a very secure understanding of working closely with other professionals to meet children's individual needs and ensure inclusion. However, there are no children currently attending with special educational needs and/or disabilities. Good links are held with providers where children attend other settings or are leaving for school. For example, transition development reports are provided and ongoing development information is

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provision

exchanged with practitioners. Consequently, there is a shared and consistent approach to supporting children's progress and achievements.

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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 EY221984 Local authority Lancashire Inspection number 915592 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 9 Number of children on roll 14

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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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