Childminder in Lancashire

Inspection date

Previous inspection date 27/03/2014 Not Applicable

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early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Children's welfare is well supported because the childminder carries out regular risk assessments. They are effectively safeguarded because the childminder is secure in her knowledge of what to should a concern arise about children in her care.  Children are happy and demonstrate they feel safe and secure in their surroundings because the childminder has developed warm relationships with them. She supports their growing independence and cooperation through age appropriate explanations.  Teaching is good because the childminder has a very good understanding of how young children learn. The childminder teaches them by ensuring challenging, play opportunities and experiences across all areas of learning and development. She skilfully adapts activities to ensure all children have the opportunity to join in and promote their learning.  The childminder establishes good communication with parents to keep them informed

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This provision is good

about the events of the children's day and to involve them in their child's learning and development.

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It is not yet outstanding because

 There is scope to increase children's understanding of mathematical language, such as size and shape through the introduction into everyday activities.  There is opportunity to increase children's language development and help them understand that words have meaning.

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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 read the childminder's self-evaluation and looked at range of other documentation, including the safeguarding procedures.

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Inspection activities

 The inspector looked at children's learning records, planning documentation and evidence of suitability of household members.

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Inspection activities

 The inspector spoke with the childminder at various times throughout the inspection. The inspector also took account of the views of parents in their written feedback to the childminder.

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Inspection activities

 The inspector observed the childminder's interaction with the children in her care and looked around the indoors and outdoors areas that are used for childminding.

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Information about the setting

The childminder was registered in 2013 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three children in a house in Ashton on Ribble, Preston. The whole of the ground floor, upstairs bathroom, one bedroom and enclosed rear garden are used for childminding. The childminder visits the shops and park and groups on a regular basis. She collects children from the local school. The family has a dog and a guinea pig for pets. There are currently four children on roll, whom are in the early years age group and attend for a variety of sessions. The childminder also offers care for older children. She operates all year round from 7.30am to 6pm, Monday to Friday except bank holidays and family holidays. The childminder is a member of the Professional Association of Childcare and Early Years.

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

 introduce young children to a range of mathematical language and learning, for example, by exploring shapes, size and patterns through play and daily routines

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

 extend young children's understanding what a word is and how it links to things, for example, by using labels on drawers.

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who attend

The childminder knows the children well and plans activities based on their interests. She demonstrates a good understanding of how children learn and how to help children make progress in their development. The childminder offers the children the idea of using a shopping trolley to gather food from the role play kitchen to take it outside. This supports their understanding of problem solving as she explains why this might help. Parents are involved in their children's learning from the beginning. The childminder uses her settling- in procedures to gain information about children's individual needs and abilities and preferences. For example she uses an 'all about me' along with informal chats with parents. The daily exchange of information enables this to continue and encourages parents to be involved in their children's learning. The learning record for each child includes observations, assessments and regular summaries shared with parents keep them

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who attend

informed of their children's progress and how it can be supported at home.

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who attend

The childminder uses incidental teaching to extend children's learning, for example, as she changes children's nappies she introduces counting through the use of counting rhymes. This helps the children develop their understanding of numbers in a fun way. However, other opportunities are occasionally missed to increase their mathematical learning, for example, by introducing size and shape into everyday activities and play. The childminder effectively supports young children's communication and language development, providing time and relaxed opportunities for them to develop their skills. She asks questions and gives time for the children to respond and communicate their response. The childminder repeats the younger children's language and extends this as she shares conversations with them and helps them develop the interaction and understanding of conversation turn taking. The use of signing enables the children to express their needs and support their

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who attend

language development. The children have opportunities to access and share books; they have first-hand experiences to use a wide variety of resources for expressing their understanding, including making marks, as they develop their early pre-writing skills. A variety of print can be seen in the environment, which helps children begin to recognise numbers and letters. However, there are fewer opportunities for children to understand that words carry meaning in order to enhance their early literacy skills, for example, through labelling toys in drawers. Although the children are very young they have opportunities to socialise in larger groups. They attend toddler groups where they have the opportunity to experience different activities, such as digging, planting and growing, which helps them to be aware of nature and how things grow. Outside the children practise their physical skills as they climb or use wheeled toys. They sit at the table and

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who attend

chairs and pretend they are in a cafe and request their breakfast. Their imagination is effectively supported as the childminder joins in asking what they want for breakfast.

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who attend

Children enjoy the range of technological toys that are available. They show their understanding as they pick up a pencil and use it on the keyboard or repeat actions on the cause and effect toys to consolidate their understanding of how it works. The childminder offers a good balance of adult-led and child-initiated play to support children's learning and development. They have lots of opportunities to be creative, both in the childminder's home and in activities at local groups. For example, children enjoy exploring textures of paint as they paint eggs for Easter. They look intently as the colours they use become mixed on the paper or on their hands. Overall, children become active learners and this helps prepares them for their next steps in learning, such as nursery or school.

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

A warm welcome awaits children as they enter the childminder's home. The children show they are happy and secure in the childminder's care as they readily approach her for reassuring cuddles or to make their needs known, for example, when they hungry or tired. The childminder is aware of the children's needs and responds appropriately as she offers reassurance verbally and physically. Graduated settling-in visits help everyone get to know each other and promote very young children's emotional well-being. The childminder works with the parents and carers to ensure continuity in the children's routines. They continually exchange information to adapt and meet the children's and families' changing needs. Children also attend school assemblies, which helps them become familiar with the school in preparation for their eventual move to school. The childminder's home offers a good range of resources, which are readily available for children to choose from. These

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

are rotated due to lack of space; however, the addition of a toy catalogue helps supports children's independence as they choose from the range available. The childminder is consistent in her approach to managing children's behaviour. She provides clear guidance for them about what is acceptable behaviour. The childminder sits and plays alongside the children as she encourages them to share and take turns giving gentle support and age-appropriate explanations. Very young children are developing an understanding of healthy lifestyles as the childminder offers a range of healthy homemade snacks and meals. She helps them begin to understand their own needs as they have continual access to drinks and encourages them to drink throughout the day. Daily outings in the local community and walks to the local school ensure children have opportunities to be outdoors daily and contribute to their understanding of the wider world. The

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

childminder effectively supports young children's physical development. She guides and encourages them as they begin to use the steps on the slide. This helps them to develop their physical skills and also helps them understand about keeping safe by using the equipment correctly.

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provision

Children are effectively safeguarded as the childminder has a robust understanding of how to protect the children in her care. For example, she is well informed about child protection issues and has the appropriate contact details should she have any concerns. All the required checks are in place to further safeguard children. Children are kept safe in the childminder's care because she supervises them well. She completes detailed risk assessments and puts measures in place to provide a safe, clean environment for children to play in, both at the home and on outings. This demonstrates her good understanding of her role and responsibility towards children's learning and welfare.

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provision

The childminder has strong relationships with parents. A daily exchange of information both written and verbal ensures children's needs are effectively met. The childminder shares information with parents and carers about the Early Year Foundation Stage along with copies of policies and procedures in their welcome pack to support their understanding of her provision. The childminder gathers feedback from parents and uses this along with support from other childminders and the local authority development worker to evaluate her service and introduce activities and experiences to extend children's good progress. The childminder is proactive in sharing information with other providers and carers of the children who attend other settings. This helps promote continuity of children's care and learning.

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provision

The childminder monitors activities and children's learning to ensure they are making good progress. The childminder makes very good use of national documents and relevant training to aid her practice, to check children's development and guide her planning. She regularly meets with other providers to seek guidance, information and advice to support this process. The childminder knows her strengths and has robust plans in place to improve learning experiences for children. For example, she is positive in her approach to improving her practice, such as undertaking a qualification at level 3 to further increase her knowledge. As a result, learning outcomes for children are good.

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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 EY470373 Local authority Lancashire Inspection number 940208 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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