Childminder in Lancashire

Inspection date

Previous inspection date 09/04/2014 05/11/2008

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early years provision

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

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This provision is good

 The childminder organises a stimulating and exciting range of learning experiences for children, which supports them to make good progress across all seven areas of learning.  Children are very content and happy within the childminder's care. It is clear that they have established warm and trusting relationships with her, and their behaviour is good and managed well.  The childminder works very well with parents and other professionals to meet children's individual needs and supports continuity of their care. She is clear about her role in safeguarding children and is aware of the action to take should she have any concerns regarding their welfare.  The childminder is proactive about her own professional development and uses training and independent research to enhance her practice for all children.

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It is not yet outstanding because

 There are fewer opportunities for children to see words in the environment, to further develop their understanding that text has meaning.  The childminder provides fewer opportunities for children to explore, be challenged and investigate natural resources in the indoor environment.

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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 living room, kitchen and dedicated playroom.  The inspector observed the childminder's interactions with minded children.

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Inspection activities

 The inspector sampled children's observations, assessments and individual planning 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 1990 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her adult child in Accrington, Lancashire. The whole ground floor of the house and a bedroom and bathroom on the first floor are used for childminding.

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Information about the setting

The childminder attends a toddler group. She visits the shops, parks and library on a regular basis and collects children from the local schools and pre-schools. There are currently six children on roll, three of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 8am to 6pm, Monday to Friday, except Bank Holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years and a local childminding network.

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

 develop the educational programme for literacy even further, for example, by creating an environment rich in print so that children can learn about words, such as displaying signs, posters and labels at child height

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

 provide further opportunities for children to learn through their senses and investigate the world through the use of a wider range of natural resources in the environment.

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who attend

The childminder has a strong understanding of the Early Years Foundation Stage learning and development requirements. The quality of her teaching is good and permeates all aspects of play and routines. Parents' involvement in their child's learning and development is encouraged as soon as the arrangement starts. Children's starting points are identified through initial discussions with parents and the completion of the early years tracker and her observations. This forms the basis of the planning to support children's progress towards the early learning goals. The childminder completes ongoing observations of the children, which allows her to provide activities and experiences that enhance learning and support them to make good progress. She shares her observations of children with parents, and discusses ways of supporting and extending children's learning at home. This helps to ensure any areas of concern are promptly addressed so

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who attend

that every child is assisted to meet their full potential. As a consequence, the childminder has a clear understanding of children's individual starting points and progress. Although she has not yet needed to complete a progress check at age two, she has the necessary knowledge to do so when required. Children's individual learning journey records are attractively presented with photographs and written observations, and are shared with parents to ensure that they are fully involved in their child's ongoing learning and development.

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who attend

The childminder gives high priority to supporting children's communication and language skills. For example, she constantly talks to the children and encourages younger children to repeat words and sounds. The childminder reflects baby's language back to them and teaches them right words to use, for example, 'duck' and 'quack'. As a result, they develop their vocabulary and enjoy the individual attention. Books for all ages are freely available and the childminder uses story sacks with props to target children's speech development. This also assists children to develop their early reading skills. However, there are fewer opportunities for children to see print in the environment, such as labels, posters and signs, to help them gain an even greater understanding that words have meaning. Resources, such as pencils, pens, chalks and paint, are available to enable children to practise and develop their early writing skills.

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who attend

The childminder plans interesting and exciting activities every day and allows children to follow their own interests. For example, from her observations she has identified children's interest in a cartoon character. She provides resources which enable them to fulfil this interest while learning basic mathematical and computer skills, such as counting along with the talking toy. Children's physical skills and confidence develop very well as they make good use of the facilities in the local community. They take walks to shops and parks. They also attend toddler groups where children learn to share, take turns and extend their social interaction as they make new friends. As a result, children's personal, social and emotional development is fostered very well. Consequently, children learn the necessary skills for the next stage in their learning, such as school.

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

Children are cared for in a welcoming home where space is clean and well organised, creating a child-friendly environment. The childminder has developed a good system to support children in settling into her home and developing strong attachments. She gathers vital information about the child prior to them starting at the provision. These include both the care needs of the child and their learning and development. This means that the childminder can provide for the child's routine needs and interests from the outset, resulting in children's physical and emotional needs being met. Children display confidence in their surroundings and are eager to learn and play in this welcoming provision. The childminder sits with them as they play and shows a genuine interest in what they are doing. She is attentive towards their needs and recognises when children are tired and in need of rest. Children demonstrate they are very happy in the childminder's care as they

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

spontaneously give her kisses and cuddles. They confidently climb onto her legs and sing together as they rock and 'row the boat'.

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

The childminder has high expectations of children's behaviour and manages this in a way that is appropriate to each child child's age and stage of development. She is a positive role model who talks to children in a respectful and gentle manner. She provides clear guidance to children about what is acceptable behaviour, and uses positive and purposeful praise and encouragement. Any concerns or changes in children's behaviour are recognised and addressed well. Children move around confidently and actively explore the environment. They enjoy easy access to a good range of age-appropriate resources, which are rotated in response to children's interest in their play. However, there are fewer resources available to children to help them learn even more by exploring and investigating the textures of natural items.

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

Although the childminder does not have an outdoor play area, children receive plenty of fresh air and exercise and this contributes greatly to their physical health and well-being. The childminder takes the children to group activities where they have the opportunity to play with a larger group of children. They learn to take risks in a supported way as they climb and jump in the soft play area. They go for walks and visit the local park to use different large play equipment to challenge them further. This also provides good opportunities for children to explore the community and to learn about the world. Children are learning to develop self-care skills as the childminder actively encourages young children are to have a go at feeding themselves. She provides meals and snacks that are healthy and nutritious, and any dietary requirements are discussed with parents. Children learn to keep themselves healthy from a very early age as the childminder uses good

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

hygiene practices during nappy changes and gives the children a wipe to clean their own hands and face. This all means children are developing their social, physical and emotional skills well in preparation for later transitions into nursery or school.

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provision

The childminder is well organised and has a good understanding of her responsibilities in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. She has completed safeguarding training and is aware of the signs and symptoms which would alert her to any child protection issues. In addition, she is confident about the action she would take if she had a concern about a child in her care. There is a clear safeguarding policy, which also provides guidance about the use of mobile phones and cameras. Children benefit from the childminder's commitment to ensuring the premises are safe through ongoing risk assessments. She ensures she is always close to the children to ensure good supervision and for their safety. The childminder shares information with parents as to how to raise concerns, including details of how to contact Ofsted as the regulator. This promotes a safe and transparent provision for parents and

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provision

children. The childminder has a good understanding of her responsibility in meeting the learning and development requirements. Children are offered a range of enjoyable, effective and challenging experiences to enable them to make good progress. The childminder ensures that all areas of learning are covered and the next steps in children's learning are highlighted. As a result, children's progress is monitored and assessed consistently.

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provision

The childminder is committed to partnership working to help her meet children's individual needs. She strives to provide a welcoming environment for parents where they have regular opportunities to exchange information with the childminder. She shares her written policies and procedures with parents to make them aware of her practices. Regular two- way communication takes place between parents and the childminder, and all required information is gathered from parents. Furthermore, the childminder asks parents to share the things they notice about their children's progress and interests. Parents are complimentary about the service provided by the childminder. For example, feedback from recent questionnaires shows they are very happy with the care and the communication from the childminder. She recognises the importance of working in partnership with other early years providers when required. She has established good links with other

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provision

childminders and is a member of the local childminding network. The childminder uses the expertise of the network coordinator and other professionals, as well as tools, such as the Common Assessment Framework, to ensure high standards and continuity in care and learning for each child.

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provision

The childminder is an experienced and qualified childcare practitioner and has a good understanding of using evaluation processes to monitor the quality of the educational programmes to support children's progress. The childminder fully understands the impact her own childcare knowledge has on the quality of the provision and outcomes for children. Consequently, she is keen to continue her professional development. She is doing so through training and her own independent research, and implements her knowledge into her practice. The childminder proactively seeks ongoing support from other experienced childminders and the childminding network to strive to provide children with all the skills and tools to succeed in their later learning.

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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 307731 Local authority Lancashire Inspection number 876812 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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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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