Childminder in Lancashire

Inspection date

Previous inspection date 30/10/2013 07/12/2010

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early years provision

This inspection: 4 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 4 The effectiveness of the leadership and management of the early years provision 4

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This provision is inadequate

 Children's safety is compromised because there is a breach of the Safeguarding and Welfare requirements of the Statutory framework for the Early Years Foundation Stage. The childminder is not maintaining the correct adult to child ratio.  The childminder is not using her knowledge of children's interests or stages of development in the planning of activities to provide a supportive range of experiences to meet their individual needs or challenge them in their learning.  Children's learning and development is compromised because the childminder does not extend their thinking, as she does not take into account the different ways in which children learn, in order to use questioning effectively.

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It has the following strengths

 Children have developed secure relationships with the friendly childminder and are happy in her home. They engage in a suitable range of activities based on their interests.  The planning of the dedicated playroom and the wide range of resources allows children to make choices and to support their chosen activities.

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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 lounge and playroom, viewed the resources and equipment available for the children to support the activities provided.

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Inspection activities

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

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Inspection activities

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

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Inspection activities

 The inspector and the childminder took part in a joint observation of an activity provided for children.  The inspector spoke with a number of parents on collection of their children.

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Information about the setting

The childminder was registered in 2001 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder lives with her husband and three children in a house in Lancaster, Lancashire. The childminder uses the ground floor of the home and the enclosed garden for her childminding. She attends the local childminder group and visits the local shops and park on a regular basis. The childminder is able to collect children from local schools and pre-schools.

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Information about the setting

There are currently three children on roll, all of whom are in the early years age range and attend for a variety of sessions. The childminder provides care all year round from 7.30am to 6pm, Monday to Friday, except for family holidays. The childminder is a member of the Professional Association for Childcare and Early Years.

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must:

 ensure adult to child ratios are met at all times, in order for children to be fully safeguarding and their emotional well-being supported

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must:

 ensure when planning for children's progress, account is taken of their interests, stage of development, assessment of their learning and next steps to help shape their learning experiences and plan effectively for their individual needs and setting appropriate challenges for them to make better progress towards the early learning goals

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must:

 ensure children's learning is guided by the asking of good quality questions, which promote their thinking and takes into account the characteristics of effective teaching and learning.

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who attend

The childminder seeks information from parents to enable her to gain an understanding of children's starting points. She completes observations and assessments on their development and provides children with enjoyable experiences broadly covering the seven areas of learning. However, she does not use information gained, regarding children's next steps, to effectively plan for their progression towards the early learning goals. Consequently, challenges set for children are not consistently matched to their identified needs to build on what they know and can do. This is necessary if children are to make better progress in their learning and development. The childminder sits with and talks to children as they play. However, she does not challenge them in their thinking as she misses opportunities to promote and guide their learning as she describes and on occasions, directs their play. This is evidenced in the making of the spiders' webs, this

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who attend

being outcome based rather than allowing children to follow their own ideas. Consequently, the childminder is less effective on reflecting on the characteristics of effective teaching and learning, for example, how children explore their own play, remain at the task and develop their own ideas, in order for them to make better progress in their overall learning and development.

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who attend

Children play and enjoy themselves at the childminder's home as they take part in the Halloween activity. They use their imagination and creative skills as they paint their 'plates' ready for their spiders' webs to be made. They talk about what they are doing and engage in fun and laughter as they play together developing their language, communication and social skills. They choose what they want to play with and this develops their independence as they choose from the wide range of resources within the playroom. The childminder sits with children and talks about what is taking place, describing what is happening and listening to children as they comment on their activity. Although, this helps children to develop skills in listening and to take their part in the conversation, it is not extending their thinking to progress learning. Children learn to mix and socialise through attendance at the toddler groups and develop their physical skills through lots of

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who attend

The childminder works appropriately with parents on their child's needs as she discusses their child with them. Through daily discussion about what the child can do, information is shared and parents are able to comment on their child's development. The recent implementation of the online observation, assessment and tracking programme for children, enables parents to view and add their contribution to their children's learning record. Although, there are weakness in the provision and the quality of teaching, children are generally being prepared for school and are happy and enjoy their time with the childminder.

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

Children form positive relationships with the childminder as she is warm and caring with them. She quickly picks them up if they are upset, in the presence of the visitor and reassures them, settling them before they return to their play. However, because the childminder was operating out of the required ratios, children's safety and well-being is compromised. However, risks are managed as the childminder maintains a safe home, with written risk assessments in place for the home and on outings. The childminder talks to children about being careful as she encourages them to tidy up and explains the consequences of not doing so on their own safety, for example, they may trip up. The childminder recognises the need to pay attention to the development of the prime areas of learning and help children to become independent to be suitably prepared for their next stages in their learning and transition onto school. Children are supervised appropriately

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

and the childminder ensures they are within her sight or hearing at all times, when indoors and outdoors.

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

The childminder manages children's behaviour well and as result, children are generally confident and listen and respond positively to the childminder. They are polite and demonstrate their good manners, such as when asking to go into the other room. Children are happy and enjoy their time with the childminder as they make choices about what they want to do suitably promoting their independence. They have access to a wide range of toys within the well-planned dedicated playroom and make decisions about what they want to do. Children's health needs are promoted as they enjoy healthy balanced meals and have opportunities to enjoy the outdoors. The childminder reminds children of the hygiene routines, such as washing hands after visiting the bathroom and before meals, therefore, developing their understanding of healthy practices and being clean.

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

The childminder builds appropriate relationships with parents, in order to promote a consistent approach to children's care and to ensure they feel valued. Consistent daily routines support children's understanding of the day and what is to happen next, as they learn that some things stay the same and begin to understand the passage of time.

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provision

The childminder has too little an understanding of her role and responsibility with regard to some aspects of the welfare requirements of the Statutory framework for the Early Years Foundation Stage. This means that the adult to child ratios were not correct at the time of the inspection. This is a breach of a legal requirement. All other requirements are met with all necessary documentation in place. The process for recording accidents and occurrences are secure and her child protection policy is robust. The childminder demonstrated her knowledge of what to do should she have any concerns regarding a child in her care. She confidently explained she would record and report to Children's Services Child Protection Team, of which she has all required telephone numbers recorded in her policy. The childminder discussed how she ensures children are always supervised within the home and when playing outdoors and how she uses her assistant in supporting

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provision

Although, there are weaknesses in the learning and development requirements, the childminder has a suitable knowledge to ensure children are making steady progress towards the early learning goals. She provides children with a broad range of experiences, which they enjoy and readily take part in. However, activities are not targeted to their individual learning needs for them to make the best possible progress. The childminder has made improvements following the last inspection, for example, she has attended training to assist her in developing her childminder practice and she has addressed how she uses the television when caring for children. The childminder has evaluated her practice and is currently implementing a new process for tracking children's development to assess their overall learning and to build on her current systems to improve her delivery of the Early Years Foundation Stage. Partnership working with parents is encouraged through the sharing of relevant

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provision

information and daily discussions with them regarding their child's day. The welcoming displaying of information relating to the childminding practice keeps parents informed of her day-to-day practice. At the time of inspection, comments from parents acknowledge their positive relationships with the childminder and the ease of access to the online programme regarding their child's development. Additionally, how well their child has settled and how well the childminder is working with them in progressing their child's dietary needs and promoting a daily routine with their child. The childminder is fully aware of the need to make links with other providers and of the need to provide a consistent approach to children's care and learning 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 EY104287 Local authority Lancashire Inspection number 939004 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 3

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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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