Childminder in Lancashire

Inspection date

Previous inspection date 13/03/2014 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

 Children enjoy good relationships with the warm, caring childminder. They settle well in her care and enjoy plenty of personal attention.  Children are kept safe from harm because the childminder supervises them closely. She has undertaken training, such as safeguarding, so she understands her responsibilities.  The childminder demonstrates a commitment to developing her practice which is beginning to have a positive impact on children's learning and development.

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It is not yet good because

 Children generally make satisfactory rather than good progress because the childminder does not always know how to support children's learning well.  The childminder is not always consistent in managing children's behaviour. As a result, children's play and learning is sometimes interrupted and some children are not supported effectively to learn to play together.  Information sharing with parents is not always successful in supporting children's development. Self-evaluation does not fully consider the effectiveness of practice and the impact on children.

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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 rooms and outside area used for childminding and spoke to the childminder at appropriate opportunities.  The inspector discussed an observed activity with the childminder.

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Inspection activities

 The inspector reviewed documents, including evidence of qualifications, the safeguarding policy and the childminder's self-evaluation and improvement plan.  The inspector looked at documents used to support children's learning.  The inspector took account of the views of parents spoken to on the day.

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Information about the setting

The childminder was registered in 2012 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, mother-in-law and two children aged five and two years in a house in the Ribbleton area of Preston. The whole of the ground floor is used for childminding, along with the bathroom on the first floor. There is an outdoor area available for play. The childminder 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, three of whom are in the early years age group and attend for a variety of sessions. The childminder operates all week from 8.30am to 6pm, all year round except for family holidays.

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must:

 develop good teaching practice by increasing knowledge and understanding of how to support children's learning effectively, particularly with regard to; supporting children's experimentation and exploration; providing challenging and interesting activities which extend children's thinking

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must:

 manage children's behaviour with consistent expectations, so that all children learn to behave well and play cooperatively with each other.

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

 work with parents to improve the information which is shared between them on children's current interests and achievements, in order to better support children's learning both at the setting and at home

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

 strengthen self-evaluation to include the impact on children's well-being and learning and development when considering the effectiveness of existing practice and when identifying improvement plans.

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who attend

Children enjoy playing with the childminder. She gives each child plenty of individual attention as she sits and plays with them and, as a result, children's skills are developed. The childminder generally uses conversation well to extend children's learning and communication skills, for example, when she answers their questions about different animals. She extends children's vocabulary as she introduces new words. She uses facial expression and the tone of her voice effectively to interact with babies and, as a result, babies interact well with her which develops their communication skills. She uses lots of praise and positive responses to recognise children's efforts, particularly with babies. However, sometimes the childminder does not recognise the learning in an activity or understand how to effectively support children's experimentation. She sometimes tells children they have done something the wrong way, or corrects them, when there is no

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who attend

need. This limits children's enthusiasm for learning by experimenting. Children, particularly babies, show that they are keen to learn and enjoy developing their skills with the childminder's support. For example, babies wave their arms excitedly as they learn to pass a ball and take turns. Sometimes children's learning is interrupted when some children struggle to play well with others. There are good aspects to the childminder's teaching, particularly with babies, but her knowledge and understanding of how to support children's learning effectively needs strengthening in order to help all children make good rather than satisfactory progress.

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who attend

The childminder knows each child well and plans activities to develop their skills. Babies are encouraged to take steps as they develop their walking skills and children are supported to make different shapes as they draw. Children enjoy activities which cover all areas of learning, but activities sometimes lack interest or appropriate challenge for some children. The children who speak English as an additional language are supported well because the childminder speaks to them in English in addition to their home language and does specific activities to develop their English vocabulary. Children generally develop important foundation skills to support their future learning and older children are developing the key skills they will need for school.

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who attend

The childminder shares information on children's progress with parents through daily discussions and written records. She encourages parents to share information on children's achievements and their current interests, but this is not always successful so does not support children's development well. There is scope to improve the information which is shared in order to better support children's learning, both at home and at the setting.

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

Children form good relationships with the childminder. They enjoy playing with her and chat with her happily. Babies smile at her in delight and snuggle in with her to enjoy books together. The children are seen to be happy and confident in the setting and generally enjoy their time there. Relationships between children are generally good, but at times some children struggle to share toys and are not supported consistently or effectively to learn to play well with other children. The childminder does not always manage these challenging situations well which impacts on all the children. The childminder sometimes gives inconsistent messages about behaviour and she has inconsistent expectations which do not help young children learn to understand their strong emotions and control their actions. This weakness sometimes has a negative impact on children's self-esteem. The childminder respects parents' wishes for the care of the children and so they

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

experience care routines which are very similar to home. Settling visits help children get to know the childminder and her home before they start at the setting. This all helps children to settle quickly when they start with the childminder, because they are supported well in their move from home. The setting is clean and welcoming, with plenty of space for children to play. There is a range of toys for children to play with and the childminder is continuing to develop her resources to better support the children as her knowledge and understanding develops. The childminder supervises children closely and provides a safe environment. She gives children reminders about safe play and allows them to take appropriate risks, which helps them learn to keep themselves safe, for example, when they bounce energetically. Children enjoy playing in the garden as they get fresh air and exercise which helps them to develop healthy habits for life.

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provision

The childminder understands her responsibilities to support children's learning, development and well-being. She monitors the progress which children make in the different areas of learning and makes sure they are demonstrating typical development for their age and starting points. The childminder undertakes training, for example, safeguarding, to develop her skills in protecting children from harm. She demonstrates that she knows what to do if she has any concerns about a child in her care.

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provision

The childminder uses self-evaluation to ensure that she meets the legal requirements of the Statutory framework for the Early Years Foundation Stage, but she does not fully consider the impact of her practice on the children. Consequently, she does not assess the quality or effectiveness of her practice well. She does identify some important areas which require improvement and she is beginning to take action to address them. For example, the childminder is enrolling to do a level 3 early years qualification to strengthen her child development knowledge. She has shown a commitment to improving her practice and has developed her provision since registering. She has introduced new activities as a result of her learning from childminder cluster meetings run by the local authority.

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provision

The childminder understands the importance of working with parents to support children and parents make positive comments about her service. Parents are kept informed of chidren's care and development but there is scope to improve the quality of information sharing to further support children's development. The childminder is beginning to form relationships with other early years settings to support children's learning and well-being.

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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 EY441930 Local authority Lancashire Inspection number 886644 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 4

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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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