Childminder in Lancashire

Inspection date

Previous inspection date 05/03/2014 22/04/2009

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early years provision

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

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This provision requires improvement

 The childminder provides a varied nutritious diet for children that helps them to enjoy mealtime and understand good health.  The childminder works suitably with parents and other early years settings that children attend to ensure there is a two-way flow of information that supports continuity of their care.  The childminder is clear about her role in safeguarding children and is aware of the action to take should she have any concerns regarding their welfare.

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It is not yet good because

 Some interactions with children undermine their confidence and self-esteem by focusing on what they cannot do and providing negative feedback on children's efforts.  The childminder does not take full account of children's abilities and interests to plan activities. The environment is not planned and set up, therefore, children have fewer opportunities to become involved in learning that motivates and challenges them.

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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 dining room and lounge room.  The inspector observed the childminder's interactions with minded children.  The inspector sampled children's observation and assessment records.

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Inspection activities

 The inspector checked evidence of the childminder's suitability and qualifications, risk assessments, policies, procedures and the childminder's self-evaluation documents.

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Information about the setting

The childminder was registered in 1992 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two adult children in a house in Padiham, Lancashire. The whole of the ground floor, one bedroom on the first floor and the rear garden are used for childminding. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently four children on roll, two of whom are in the early years age group and attend for a variety of sessions. She operates all year round, from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays. She is a member of Professional Association for Childcare and Early Years.

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must:

 ensure children are able to enjoy learning, grow in confidence and develop a positive sense of themselves through warm positive interactions

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must:

 use what is known about a child's abilities and interests to tailor activities and the environment so that children engage more readily and are suitably challenged by what is offered.

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who attend

The childminder provides some appropriate levels of stimulation for children and she supports them to make satisfactory progress in their learning and development. She observes children at play and this gives her an awareness of where they are in their development. The childminder provides some suitable adult-led activities for children and this keeps them occupied purposefully for some of the time. However, she does not plan well for individual children's next steps in development because she fails to take sufficient account of their evolving interests and abilities. For example, she does not tailor the environment and available activities and resources to children's current interests. This means that although children are willing learners they are sometimes not engaging meaningfully in any activity. As a result, children do not all gain the skills that will help them as they get older, such as concentration and perseverance. Therefore, they do not

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who attend

make good enough progress in their learning and development from their individual starting points.

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who attend

The childminder gives children her time and attention in play and conversation and children welcome this attention. Teaching is adequate during adult-led activities. The childminder enhances children's developing communication and language skills and extends their learning through timely interactions. For example, she extends sentences by adding colour and number and identifies and counts the coloured paints in the pallet. Children are encouraged to think as the childminder asks them what happens when they mix red and white paint. The childminder routinely takes children to activities outside of the home, such as the park and local shops. This provides opportunities for children to socialise with others and this increases their social skills and confidence. It also adds some variety to their learning experiences. Children develop their physical skills when they visit the local park where they climb, run and improve their balance.

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who attend

The childminder maintains open communication through good relationships with parents. This keeps them informed about children's activities when they are in her care and supports their ongoing learning at home. The childminder completes a 'progress check at age two' as required and provides parents with a useful summary of their children's development. This means that any development concerns are identified early to allow appropriate intervention to ensure that any emerging achievement gaps are closing. The childminder is supporting children appropriately to progress from individual activities to joint play as children of all ages play together after school. This all means that children are gaining some skills required for their future learning at school.

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

The childminder has comfortable long-term relationships with children. She responds quickly to their needs when they need a tissue and meets requests, such as to bring the see-saw rocker inside. This promotes their emotional security somewhat. However, overall children's self-esteem and confidence is not securely promoted. Sometimes, the childminder gives negative feedback to children about their efforts, such as saying their painting is 'the wrong colour'. Also, comments made in front of children about what they can and cannot do undermines children's positive self-image. This hinders children's personal, social and emotional development and their ability to enjoy their learning.

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

The childminder gathers information from parents about their child to ensure she knows about their individual needs. Overall, the childminder demonstrates a positive attitude to equality. She provides developmentally appropriate resources, some of which show positive images of cultural diversity. The childminder uses these to raise children's awareness of people's differences. She has an adequate selection of resources available to children, mostly stored in boxes and drawers in the main room where children play. Although, they are accessible to all children, they are not displayed to attract their attention or tailored to their interests. Adequate risk assessments ensure that children play in a safe, secure environment. Children get fresh air and exercise during walks to local places of interest, such as, the local park, shops and school. They learn how to keep themselves safe as the childminder reminds them about playing safely and gives clear

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

explanations of why. For example, children are reminded not to lean back when sitting on the see-saw as they may fall and hurt themselves. Children learn aspects of self-care for a healthy lifestyle. They are introduced to healthy foods, such as fresh fruit for snacks and spaghetti and brown bread for lunch. They enjoy water to drink and yoghurt after their meal. The childminder promotes good hygiene habits. For example, children wash their hands before eating and after messy play and the home is neat and clean to minimise the risk of cross-infection. The childminder's behaviour management methods suit children's level of understanding. She models good manners and behaviour to them, they are learning right from wrong and the childminder is teaching them to share. For instance, they take turns balancing the fruit on the doll's carry basket.

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provision

The childminder understands her responsibility to safeguard the welfare of children in her care. She has completed safeguarding training and is clear about what to do if there are concerns about children's well-being. She has a clear safeguarding policy in place and demonstrates the confidence to take appropriate action if necessary. The childminder has a comprehensive set of policies and procedures to support the safe and efficient running of the setting. Children's personal records are kept securely to ensure children are safeguarded.

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provision

The childminder helps children to make sound progress in their learning and development. She does this by offering an acceptable range of activities and outings. However, she does not make the best use of information from her observations of children, for example, by planning activities to take sufficient account of children's individual learning needs and interests. The childminder's planning reduces her ability to make consistent good use of her resources for the benefit of all children. For example, children concentrate well on some adult-led activities, but are disengaged when left to make their own choices about play. This is because she does not identify that children may benefit from planning the learning environment to meet their individual interests and needs. The childminder meets the requirement for assessing children's development. She works with parents to complete the 'progress check at age two', which enables them to identify any gaps in children's

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provision

learning and seek intervention if required. Along with daily two-way discussion this all means parents and the childminder work together to meet children's individual needs. The childminder has established effective links with other early years settings that children attend. As a result, children benefit from a shared approach to their learning and development by all people involved in their care.

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provision

The childminder shows an ability to improve her practice. For example, she has addressed the recommendations set at the previous inspection and this has had some impact on the quality of care, learning and development for children. Since the last inspection she has initiated a self-evaluation process and she is beginning to identify some areas for development and plan for improvement. She receives support and guidance from the local childminding network For instance, the childminder is beginning to use the knowledge gained from recent network advice to focus more clearly on children's learning and development as a priority for improving the provision for children. As a result, she has recently changed the process and paperwork used for observation, assessment and planning for children's development to ensure they continue to make progress towards the early learning goals.

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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 308062 Local authority Lancashire Inspection number 876824 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

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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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