Childminder in Lancashire

Inspection date

Previous inspection date 24/10/2013 Not Applicable

p.1

early years provision

This inspection: 2 Previous inspection: Not Applicable 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

p.1

This provision is good

 Relationships between the childminder and children are warm and trusting. She recognises the uniqueness of each child in her care, supporting their emotional well- being.  The learning programme for communication and language is very effective and supports children's listening, speaking and language skills and enables them to be practised as children chatter to the childminder.  Good relationships with parents help children to make progress. As the childminder works hard to ensure there is a consistent approach to children's learning and promote the importance of home learning.  The childminder provides a stimulating and interesting home that challenges and engages children in good quality play to further their good progress and development across all seven areas of learning.

p.1

It is not yet outstanding because

 Although, the childminder is accurately assessing and planning for children's learning needs, she is, occasionally, not as highly effective in evaluating the success of her recently implemented new planning system.  Although, the childminder is asking very good quality questions to extend children's thinking, on occasions, they are not always given sufficient time to process the information in order to make the best sense of it.

p.1

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

p.2

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.

p.2

Information about this inspection

The provision is also registered on the compulsory part of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

p.2

Inspection activities

 The inspector observed activities in the lounge and conservatory, viewed the resources and equipment available for the children to support the activities provided.

p.2

Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the inspection.

p.2

Inspection activities

 The inspector looked at the records kept and viewed a selection of policies, procedures and children's records.

p.2

Inspection activities

 The childminder and inspector discussed children's learning through a joint observation of children playing.

p.2

Information about the setting

The childminder was registered in 2013. She is registered on the Early Years Register and the compulsory part of the Childcare Register. The childminder lives with her mother in a house in Accrington and uses the ground floor of the home and enclosed garden for her childminding. She attends a childminder group and the local children's centre. She visits the local shops and park on a regular basis. She collects children from local schools and pre-schools.

p.3

Information about the setting

There are currently two children on roll, both are in the early years age range and attend for a variety of sessions. The childminder is open all year round from 7.30am to 6pm Monday to Friday except for family holidays. The childminder has experience in working within an early years setting and school. She holds an early years qualification at level 3. The family has two pet cats.

p.3

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

 strengthen the already good monitoring of assessment and planning by evaluating the new processes for planning to measure its effectiveness in meeting children's needs even further

p.3

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

 review and reflect on how, when interacting with children, to allow more time for them to take in information and respond, for example, by leaving a pause between questions and answers.

p.3

who attend

The childminder uses her previous experience and knowledge in early years to provide an interesting and challenging educational programme for all children. Planning ensures all seven areas of learning are covered and children are engaged in stimulating and motivating experiences to enhance their overall learning and development. As a result, they are making good progress towards the early learning goals, considering their starting points, age and stage of development. The childminder works very closely with parents in identifying children's starting points. This she does by completing good quality information regarding children's personal details, medication needs and their interests, based on what children can do, in order for her to meet their unique needs.

p.3

who attend

The childminder has developed, generally, strong systems for observation, assessment and planning for children's individual needs. This means activities are matched to their learning and, because she understands how children learn, children are motivated and show the characteristics of effective learning. Younger children explore the resources and develop their own learning pathways in the exciting play room through playful and enjoyable experiences. They excitedly explore the properties of the malleable materials as they roll and stretch the play dough, practising their fine movements and developing their hand and eye coordination. Children delight in chatting about spiders as they giggle and squeal as they pretend the spider is coming to get them, therefore, developing their communication and language skills in a fun manner. By sitting together, reading stories and singing, young children hear the rhythms of language necessary for them to develop

p.4

who attend

their speaking skills and become competent talkers. Children learn to socialise because the childminder takes them to toddler groups where they learn to mix with other children and make friends. The childminder is fully aware of the need to complete the progress check for children at age two and to provide parents with a written summary of their progress against the prime areas of learning. Consequently, any developmental gaps can be identified and attended to, with early intervention being sought if needed.

p.4

who attend

For older children, who are more focussed in their play, the childminder supports and extends their thinking by asking good quality questions regarding their play. The childminder helps them to understand the need to share and to recognise younger children do not always understand the concept of 'sharing'. She talks with them about the stages of development and this helps older children to understand that responses, from babies, are not always what is expected. For example, when a younger child takes something they want immediately. The childminder ensures the explanation and consequent intervention supports both children and develops their understanding of sharing and playing together.

p.4

who attend

The childminder skilfully introduces new topics as she introduces shapes and mathematical language, such as 'longer, bigger and smaller than', as children play. She names colours and identifies numerals with children, for example, the orange pumpkin and counting the number of and assessing the size of bricks needed for the children's construction. This helps children to learn to problem solve as well as to use their imagination and design skills. The childminder supports older children to find the numeral, she gives verbal clues when the children show signs of struggling to support them in achieving and, consequently, builds their self-esteem.

p.4

who attend

The childminder expertly promotes children's communication and language skills. She constantly chats with them and encourages them to respond. She talks about what is taking place and, therefore, children are becoming active communicators. The childminder is introducing Makaton and younger children are beginning to sign to assist with their developing communication skills. However, the childminder, when skilfully questioning younger children to extend their thinking, on occasions, does not always give them sufficient time. This means there is sometimes less time, in between comments, for them to process and build on what is being said in order to take in the information and respond accordingly. The children access all areas of play across all seven areas of learning. They delight in practising their early writing as they draw and use pencils to make marks. They enjoy the outdoor play as they develop physical skill as they climb on the slide, run freely

p.4

who attend

and use wheeled equipment to support their physical development. They develop their personal and social skills as they work together and learn to share and as they begin to consider and respect each other needs. This wide range of activities results in children being engaged and motivated in order to make good progress in their learning.

p.5

who attend

The childminder effectively includes and recognises the importance of parents being involved in their child's learning and development. She shares pertinent information with them and uses the communication sheets to inform them of what children have been doing with her. Parents contribute to their children's assessment and their comments are added to observations and assessment to ensure a full picture of the child's development is obtained. Learning from home is shared, resulting in a consistent and positive approach to their child's learning and development being undertaken. This means children are given the broad range of skills and knowledge necessary to provide the right foundation for their good future progress through school and for their future learning.

p.5

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

The childminder works well with parents to seek all information to ensure children feel settled at the start of the placement with her. This results in their care needs and routines being followed from home and agreed with parent to the benefit of the child. The childminder has developed lovely, close, warm relationships with children, who are very happy and very settled and secure with her. They readily seek cuddles and display a high level of confidence in their surroundings as they move freely within the home, eagerly finding things to do. The childminder supports children by interacting sensitively and effectively in a natural manner. Consequently, children feel secure in making decisions and have the freedom to make choices about what they want to do.

p.5

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

The learning environment is exceptionally well resourced and inviting to all children to promote their learning and development. A dedicated playroom supports children's sense of belonging as they have their own coat hooks and baskets for their belongings. The childminder provides opportunities for children to learn about managing risks and keeping safe. This she does by allowing children to access climbing equipment and allowing them to further their exploration and learn to understand what they can do and how to keep themselves safe. Opportunities for children to explore the wider world, such as parks and toddler groups, are taken as often as possible.

p.5

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

The importance of healthy lifestyles is promoted from an early age because the childminder involves children in discussion about the healthy benefits of fruit and vegetables. The childminder supports children's understanding of personal hygiene as she has posters displayed for hand washing and talk about germs and being clean. Good attention is paid to ensuring children are supported in their personal needs, for example, nose blowing. Consequently, children's progress across the prime areas of learning is promoted.

p.5

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

Children demonstrate good behaviour as a result of the childminder giving them individual attention, combined with setting realistic boundaries for behaviour. She is calm and readily talks to children giving clear explanations regarding their behaviour. Through singing songs about tidying up, children learn the routines of the day and develop their confidence regarding what is expected. Praise is used effectively to support children's management of their behaviour.

p.6

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

The childminder has strategies for developing close working relationships with other settings as she introduces herself and makes links with the local school. Additionally, the development of children's self-help, confidence and skills in working cooperatively with others means children are very well prepared for the next stages in their learning and transitions to other settings and school.

p.6

provision

The childminder uses her previous knowledge and experience in early years to plan a rich and exciting, broad range of challenging activities for all children. This means that children experience a curriculum that focuses on playful and enjoyable, yet stimulating experiences to progress their learning as they continue to make good progress toward the early learning goals. The childminder has a good understanding of the safeguarding and welfare requirements of the Statutory framework for the Early Years Foundation Stage. She regularly reviews documents to ensure the educational programmes continue to provide for children's individual needs through a range of good quality activities. That said, the newly implemented planning system combining observation, assessment and planning, although robust, is not yet fully embedded. This means the effectiveness of the activities planned for children's progress are, occasionally, not fully evaluated. However, children do

p.6

provision

experience appropriate challenges to progress their learning and continue to make good progress toward the early learning goals.

p.6

provision

The childminder supports children in keeping safe by completing robust risk assessments for both the home and for outings. Children's welfare and safeguarding is very well supported because all required policies and procedures are in place, regularly reviewed and fully meet with all requirements of the Statutory framework for the Early Years Foundation Stage. The childminder is very confident of the action to take should see have concerns regarding child protection, for example, to record and report any concerns relating to child abuse.

p.6

provision

The childminder's analyses, drive and commitment to improve is strong as she demonstrates a commitment to her own professional development by seeking further training. For example, she is seeking training to level 5 in childcare.

p.6

provision

The childminder works well with parents and the school to ensure a consistent approach to the children's development and especially communication and language, is maintained. Consequently, her quality of teaching is given high priority and supports children's overall learning and development.

p.6

The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met

p.7

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.

p.8

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.

p.8

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.

p.9

Setting details

Unique reference number EY457908 Local authority Lancashire Inspection number 918003 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 2

p.9

Name of provider

Date of previous inspection not applicable

p.9

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.

p.9

Type of provision

For the purposes of this inspection the following definitions apply:

p.9

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.

p.9

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.

p.9

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.

p.10

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,

p.10

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’.

p.11

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.11