Anthony, Charlene

Inspection date

Previous inspection date 04/12/2013 Not Applicable

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early years provision

This inspection: 1 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 The childminder has an expert knowledge of the areas of learning and a clear understanding of how children learn. The exceptional quality of observation, planning and assessment provides imaginative and stimulating activities that engages children and enables them to make outstanding progress.  Excellent relationships with parents ensure they are fully engaged in their children's learning in the setting and at home. Their contributions are valued and significantly contribute to the planning and assessment of their children.  Children play and learn in a vibrant, highly stimulating environment both indoors and outdoors.  Rigorous self-evaluation and a targeted programme of professional development ensures the childminder is consistently improving her already first class understanding and practice.  Children's communication and language development is exceptionally well supported through an environment full of text, books, phonics, music and conversation.

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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 two main rooms used for childminding and outside.

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Inspection activities

 The inspector spoke with the childminder at suitable points throughout the inspection, made observations and spoke to children present.

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Inspection activities

 The inspector looked at children's learning journals, planning documentation and a range of other records, policies and procedures.

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Information about the setting

The childminder was registered in 2013 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and their two- year-old child in a house in Bamber Bridge, Preston. The whole of the ground floor is used for childminding. There is an enclosed garden available for outside play. The family has a dog as a pet.

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Information about the setting

The childminder operates from 8am to 5.30pm, Monday to Friday. She is able to take and collect children from local schools and pre-schools. There are currently a total of two children on roll, both of whom are in the early years age group, who attend for a variety of sessions. The childminder holds an Early Years Professional Status.

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

 enhance the already excellent outdoor provision so that children can learn about growth and changes over time.

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who attend

The childminder offers highly innovative and challenging experiences that meet children's individual needs from their first day. She is able to do this because parents significantly contribute to initial assessments of children's starting points. These provide an accurate assessment of children's prior skills, knowledge and understanding. A comment book and planning sheets are provided, which enable parents to exchange ongoing information about their child's learning at home, which the childminder uses when planning activities. Parents are kept extremely well informed about their child's progress and how to support learning at home. Every week, the childminder produces innovative supporting learning activities for at home for parents to complete with their children. This ensures consistency in learning and demonstrates different skills which the children display at home, such as, using the computer, searching, typing and playing games, printing, painting and

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who attend

connecting with people. Parents and children are actively encouraged to share books at home, children regularly enthuse in selecting a favourite book to take home and share with their parents. This ensures that reading is promoted at home as well as in the setting and children experience a continuation in learning from their current interest. For young children, this links the childminder's home to the child's home as everyone shares the experiences. Children have embraced the childminder's passion for books as they are engrossed with her story telling and concentrate on stories for considerable lengths of time. The childminder's teaching highly motivates children to learn; she has an excellent knowledge and understanding of phonics, introducing these at an early age in imaginative ways, including rhyming words, using rhythm and beats to segment words, actions and songs.

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who attend

The childminder bases her practice on an excellent knowledge and understanding of how to promote the learning and development of young children. Each observation is evaluated on the characteristics of effective learning and children's well-being, and involvement is scored against a scale. The childminder's superior knowledge demonstrates how this effects children's learning and when the activity may need to be repeated or enhanced to optimise learning. Her teaching highly motivates children to learn and achievements gaps are narrowed as they make rapid progress. Children's outstanding progress in the prime areas of learning ensures that they have the key skills needed for the next stage in their learning, including starting nursery or school.

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who attend

Babies display the characteristics of effective learning. They are keen to investigate items placed in front of them; for instance, they use their fingers and mouths to explore items, such as wooden spoons and sponges in the sensory areas. The childminder is highly skilled and encourages babies to make and listen to different sounds. Children listen and sing to music, which also encourages their physical development. They purposefully move their bodies backwards and forwards as they rock to older children singing. The childminder is animated as she acknowledges and gives meaning to babies babbles, gurgles and squeals, which enables them to practise and develop speech sounds. The childminder continually engages children in rich conversation about what they are doing and what might happen next while introducing new vocabulary. For example, a child accidently flicks some butter onto the patio door; the childminder encourages children to

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who attend

suggest and think about what is making it slip slowly down the glass. These discussions broaden children's vocabulary and understanding. Consequently, children make outstanding progress in all areas of communication and language. Children's awareness of number is raised as the childminder sings counting songs; they count items in play and compare quantities when making play dough.

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

An exceedingly thorough induction process for new children helps them to settle extremely well and feel secure. For example, the childminder finds out as much as she can from parents about children's likes, dislikes and routines. She collects this information when the child and parents come to visit her. The childminder takes care to use the information to provide routines that are familiar and comforting to babies. Each child's individual health, physical and dietary needs are met to a consistently high standard. Children contribute to their food preparation and service as they have personalised, labelled boxes for their plates, bowls and cutlery which they independently access. The childminder superbly encourages children to assist in preparing food selecting from healthy choices and developing an understating of time, weight and the process of cooking. Babies sleep very comfortably in cots, which is good for their bone development, at the times discussed and

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

agreed with parents. Therefore, each child sleeps according to their individual needs and parents' wishes.

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

Children play in a rich, varied and imaginative environment, which is stimulating and well- resourced. This supports their all-round development and emotional well-being. The setting is rich in text, labels, notices and photographs, both indoors and outdoors, and provides opportunities to make marks, such as, by chalking on walls, creating patterns in sand and water and writing shopping lists. Children thrive in the dynamic, outdoor area. They independently select tools, such as, rakes, spades and towels, to dig for worms and create within the mud kitchen. The excellent outdoor provision could be further enhanced so that children can learn about growth and changes over time, for example, through planting vegetables, flowers and herbs. The childminder highly motivates children and babies to understand the world; she takes them out in the community to see their surroundings and to feed the ducks. They visit the train museum, go on a train rides to a

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

park a different area, discover steam trains and explore the vehicle museum to inspire learning on the individual interests of children. Regular outings to the toddler group and soft play centre are purposefully planned to help children and babies to develop confidence and independence by becoming aware of others. This helps them to prepare for the next stage in their learning, such as nursery or school.

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

The childminder gives an utmost priority to the safety of children. Children demonstrate that they feel safe and secure with the childminder as they happily investigate the rich, purposeful activities. She positively promotes children's sense of belonging and self- esteem and enthusiastically praises them for their achievements. This results in children behaving well and feeling a sense of pride as they beam with delight. Their early investigative skills and curiosity are promoted through the use of a wealth of resources, including treasure baskets filled with different items, such as soft bristle brushes, and wooden and metal household items.

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provision

The childminder is extremely well organised, follows clear procedures and maintains meticulous records to keep children safe, protected and supported. She has a good awareness of child protection, gained through attending a number of training courses. The childminder demonstrates a clear knowledge of the indicators of abuse or neglect and how to work with other agencies. She regularly reviews her robust, written risk assessment to ensure that hazards are minimised. Every day, the childminder visually checks her home is suitable and safe for children. She regularly cleans and sterilises all her toys and equipment to ensure good hygiene.

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provision

The childminder has made excellent progress to develop a service that significantly meets the unique needs of babies and children. Her high aspirations and drive for excellence are embedded in meticulous self-evaluation, which includes the views of children, parents and external agencies. She evaluates all parental questionnaire and development workers suggestions, linking these into her self-evaluation and reflecting on how they will benefit the children. The childminder has devised a targeted programme of professional development to improve her already first class understanding of practice. She is extremely well read, updating her professional knowledge by the internet, attends network meetings and seeks all opportunities for training including undertaking an Early Language Development Programme. The childminder meets regularly with other childminders to discuss childcare related issues. Parents have access to a wealth of high quality information about the setting

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provision

through a comprehensive parents' pack, including informative policies. They receive outstanding information about their children's care and daily activities verbally, written in the daily contact books, by reading their child's learning journal file and accessing information through the secure on-line drop box. Children make rapid and in some instances outstanding progress due to the childminder's exceptional understanding of the learning and development requirements. The childminder provides a dynamic educational programme that expertly covers the seven areas of learning. She also fully understands and meets her responsibilities in relation to the safeguarding and welfare requirements of the Statutory framework for the Early Years Foundation Stage.

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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 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected within twelve months of the date of this inspection. 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

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Grade Judgement Description

the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. 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 EY463650 Local authority Lancashire Inspection number 922560 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 2

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Name of provider

Date of previous inspection not applicable

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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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