Hamilton-Hall, Terri Louise

Inspection date

Previous inspection date 08/01/2014 Not Applicable

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 Teaching is sound as the childminder is attentive to children and she plans a broad range of activities they enjoy.  The childminder has a suitable understanding of safeguarding children. She shares relevant policies with parents and regularly conducts risk assessments to help keep children safe.  The childminder has warm and positive relationships with children. She plans her resources and time to ensure all children are supported and feel reassured and happy.

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It is not yet good because

 The childminder does not always use what she knows about the children to plan effectively to build on what children can do to help them make the most of their learning opportunities.  Different ways to engage parents in children's learning are not always fully explored.  The childminder has not yet identified further training opportunities or set challenging targets to tackle identified weaknesses.

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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 childminder's home.

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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 assessment records, planning documentation and a range of other records, policies and procedures.  The inspector took account of the views of parents in the childminder's feedback.

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Inspection activities

 The inspector and childminder jointly observed individual children and discussed their learning, progress and behaviour together.

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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 partner in a house in Ingol, Preston and uses the whole of the ground floor for childminding. The childminder attends a childminder group and the local children's centre. The childminder visits the local shops and park on a regular basis and collects children from the local schools and pre- schools. There are currently six children on roll, five of whom 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 an appropriate early years qualification at level 3. She is a member of the Professional Association for Childcare and Early Years.

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must:

 improve teaching by making better use of information gained from observations and assessments of children's learning in order to plan activities that are challenging and achievable for all children so that they make the most of their learning opportunities.

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

 consider ways to further involve parents in children's learning by, for example, encouraging them to contribute to records of children's development

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

 develop targets in order to tackle identified weaknesses and drive further improvement, especially in the monitoring of the quality of planning and the involvement of parents in children's learning and evaluation.

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who attend

The childminder has a secure understanding of child development. She stays close to younger children and offers clear explanations to older children to help them feel reassured and to support their learning. She has sufficient resources nearby so that the children can see and reach toys that entice them to play. The childminder uses a range of quality resources in both natural and man made materials to interest and stimulate children. Children receive opportunities to play outside daily. The ways the childminder plans for children's learning are still being developed. All planning starts with information from parents about their child's development to date. She uses her own observations and discussions with parents to adapt her plans for each child. Observations and assessments are timely, however, they are not always used consistently to plan for the next stage in children's learning. This limits the effectiveness of teaching at times as opportunities to

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who attend

offer more appropriately challenging activities to some children are missed which means that children make satisfactory rather than good progress. The childminder gives daily verbal feedback to parents to inform and help involve them in their child's learning.

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who attend

Children are developing sound communication skills as the childminder responds to their young voices. She recognises what they are saying and responds with interest to them. She talks to children in activities to extend their understanding. For instance, in playing with 'gloop', she gives a commentary as she encourages children to mix the water and flour together. She gives time for children to mix and stir it before showing how it is 'sticky' or 'runny'. She models how it can be picked up, encouraging children to do it themselves. Children develop their muscles and coordination as they play. She encourages children to look at books and pictures and reads and sings to the children with expression, to enhance their fun. Consequently, children are developing some of the necessary skills to support their next stage of learning.

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who attend

The childminder focusses on developing children's independence skills and their enjoyment of play and learning. She talks to the children about what she has planned and ensures children are familiar with the daily routines and what toys she has. This develops children's confidence as they readily choose toys and move them around developing their own games and using their imagination. Children demonstrate curiosity as they find blocks and hold them and put them together to make noises or small towers. The childminder skilfully shows children how the blocks make different shapes. She repeats the word 'circle' to extend and reinforce their learning.

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

Children form good relationships in the childminder's care as she is attentive and caring towards them. This promotes their self-esteem and emotional well being. Young children hold their arms up for comfort and older children are reassured by her calm and confident manner. The childminder knows the children's individual routines as she meets with parents before children start to discuss their sleep and eating needs and preferences. This helps to make the transition from their home to the childminder's care smooth and reassuring for children and parents. The childminder ensures she has a range of similar toys , sufficient for all children to explore and play alongside each other. This avoids minor disputes over toys and enables the childminder to demonstrate how to share. Consequently, children are developing a sound understanding of the needs of others and play well together.

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

Children are beginning to develop their self-help skills as the childminder gives time for children to practise putting on their coats and aprons. She supports children's understanding of hygiene well as children are given warm flannels or wipes to clean themselves after lunch or messy play. She encourages young children to feed themselves from an early age by giving them spoons to hold and practise with. She stays close to children to supervise sensitively to help to ensure they enjoy their healthy snacks and mealtimes.

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

The childminder talks to children about safety. She demonstrates how children need space to push wheeled toys safely. She encourages children to take responsibility for toys and resources as they help to tidy them away or set them up for play. The childminder has a clear commitment to encourage all children to play outside daily. She includes young children and babies by using appropriate equipment to help ensure their comfort and safety. For instance, she places cushioned mats to protect them and stays close to intervene as necessary. As a result, all children enjoy the large outdoor space and benefit from the fresh air and exercise.

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provision

The childminder has a sound knowledge and understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. She gives priority to keeping children safe by, for example, ensuring the premises are secure and by conducting daily risk assessments. She is aware of the signs and symptoms of abuse and the procedures to follow if she has any concerns about children in her care. She shares her policies with parents and has local procedures are on display for ease of reference. She makes suitable use of safety equipment to help children play safely and comfortably. The childminder maintains clear records, such as, children's attendance records, accidents and medication, to support children's safety and well-being.

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provision

The childminder has a secure knowledge of child development and the different areas of learning. She has successfully completed a relevant level 3 qualification in early years education. She uses this knowledge to plan a broad range of activities which are appropriately monitored to ensure they include all areas of learning. She has useful systems in place to help track children's progress towards the early learning goals. However, these are still in their infancy and are yet to have full effect. The childminder demonstrates a commitment to reflect and improve her service. She meets regularly with other childminders and liaises with local authority workers to help share practice. She has a sound understanding of her strengths and weaknesses However, she has not yet developed ways to set targets to drive further improvements and tackle identified weaknesses.

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provision

The childminder is in the early stages of developing her childminder service. She has spent time to get to know children and their families and built positive relationships that support children's well-being. She shares written policies and makes good use of displays to inform parents of her service. However, ways to further engage parents in their child's learning or her evaluations are not fully explored. The childminder has a sound understanding of the required progress check at age two and is beginning to make arrangements for this to take place at an appropriate time. The childminder is aware of the importance of sharing information with other professionals. She asks parents about their child's individual needs, home backgrounds and if they attend other settings to help her plan appropriately.

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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 EY464856 Local authority Lancashire Inspection number 929067 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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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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