Childminder in Lancashire

Inspection date

Previous inspection date 14/03/2014 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

 The childminder successfully helps children make progress in their development by understanding their individual skills and abilities, and planning activities which challenges them further. She ensures children have lots of time to explore and investigate resources enabling them to practice what they already know.  The childminder helps children to gain confidence and self-esteem as they build their independence through self-care skills.  Children learn to be social members of the community; they share experiences and take steps to develop friendships, helping each other by modelling good behaviour.

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It is not yet outstanding because

 Systems to find out from parents about their children's starting points and learning needs are not fully effective to enhance the childminder's assessment process.  The childminder does not provide and use resources well to help children learn about other people and their communities.

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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 the childminder teaching and children learning.  The inspector discussed practice with the childminder.

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Inspection activities

 The inspector sampled documents including those for learning and development, safeguarding, behaviour management and general suitability.

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Information about the setting

The childminder registered in 2012. She lives with her husband and two children in Aylesbury in Buckinghamshire. The childminder uses the ground floor of her home for childminding, with access to the bathroom on the first floor. An enclosed garden is available for outdoor play. The family keep dogs and cats. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She currently has five children on roll, of whom four are in the early years age group. The childminder works five days a week, and by special arrangement, will also work on Saturdays.

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

 improve the systems for finding out from parents about their children's starting points when they first start to enhance the assessment process

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

 increase the range of resources which encourage children to explore issues related to other people, their communities, their differences and similarities

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who attend

The provision for learning and development is good. The childminder plans a range of age appropriate activities to interest children. She ensures that children move safely around her environment, allowing them to play both indoors and outside. Her environment is child-friendly and this encourages children to explore. Most learning for babies is child-led. The childminder supports their inquisitive nature by closely supervising, modelling play and using ongoing commentary. This allows learning to take place at their pace. The childminder is friendly and uses lots of positive language to encourage learning. This helps children feel comfortable and happy as they explore. Young children show lots of interest in the resources the childminder places close to them. They explore the size sorter, feeding rings of varying sizes onto a post. They also enjoy playing with bricks, banging these together to make a noise. Children slot these together in order to make a simple

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who attend

construction. The childminder builds on children's vocabulary as she keeps up a descriptive commentary. She asks simple questions and toddlers are responding to these. Very young toddlers are able to sort by colour, and recognise and attempt to name some of these. They are beginning to show interest in small world resources, such as cars and garages, and enjoy watching cars as they shoot around tracks. The childminder encourages children to use their senses, and at times, play stops to listen to the noises around them. The childminder helps them make sense of these noises by giving the words that aid their understanding. Her teaching skills help children make good progress at expected levels for their age.

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who attend

Overall, engagements with parents work relatively well. The childminder initially collects information from them about their children's care and welfare needs when children first start. She is less successful in gaining developmental information to inform her initial assessments. However, the childminder keeps parents informed about her observations and shares developmental information through her daily diary system. She tells parents verbally about children's current interests and encourages them to support children's learning further at home. Observations link closely to children's learning goals, which the childminder evaluates well. The childminder successfully plans for future learning targets. She completes two-year assessments, which provide parents with accurate information on children's development in the prime areas of learning. This helps them seek early intervention where there are concerns.

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

The childminder has successfully created a key person system, which ensures her relationships with parents are trusting. This enables children to separate from their parents and build secure relationships with the childminder. The childminder provides children with a good role model of how to relate to other people. She practices good manners and encourages children to be polite. The childminder plans games, such as rolling balls between children, helping them learn how to share resources and take turns. She practices positive behaviour strategies with minded children, which help children build confidence and self-esteem. This means children successfully manage their own behaviour according to their ages and abilities. The childminder plans outings to toddler groups where children have experiences of playing alongside and with others. This helps children to get on well with each other, and be sensitive towards each other's feelings. Children

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

accept differences between other people and themselves. The childminder plans activities to encourage them to learn about other people and their communities. This includes learning about special celebrations and festivals from around the world. However, she is less successful in providing children with a range of positive images of difference within her resources. This means that children do not always get the opportunity to explore their thoughts and feelings within their play to consolidate the knowledge they have gained. Overall, the relationships children build with those around them enables them to feel emotionally secure. This prepares them for the changes involved in moving forward in their learning journeys.

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

The childminder demonstrates a good knowledge of safeguarding procedures, including what to do if she has a safeguarding concern. She maintains parents and children's privacy and confidentiality well. Her premises are risk assessed and she monitors visitors to her home. The childminder teaches children basic skills in how to keep safe. She does this through general conversations and through practising safety procedures. This helps children to build up an awareness of safety for themselves. The childminder encourages children to develop self-care skills. These include, feeding themselves and helping the childminder dress and undress them according to their needs. For example, young toddlers are able to take their own shoes, hats and gloves off when entering the premises. They attempt to put these articles back on when going out. Good hygiene is also encouraged, and children routinely wash their hands at appropriate times during the day.

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

The childminder plans outdoor activities on a daily basis. These include nature walks, playing in the park or using her rear garden. Children have access to a range of resources to challenge their physical skills and encourage their coordination and balance. Meals and snacks offered regularly throughout the day provide children with a range of healthy eating choices.

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provision

The childminder shows good leadership and management skills. She demonstrates a secure knowledge of the educational programmes to support children's learning and development. She ensures that her records are accurate and provide a clear picture of children's current development set against expected levels for their age. Overall, the childminder communicates well with parents about their children's development. She works effectively with them to ensure they feel fully involved in their children's learning programmes and care plans. She recognises the importance of working effectively in partnership with other early years provisions in order that children make the most of their opportunities to learn.

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provision

The childminder shows a good understanding of the safeguarding and welfare, learning and development requirements, and overall meets these well. Policies and procedures underpin practice and organisation of the setting is good. The childminder makes sure that appropriate checks are completed on those who have regular contact with children, ensuring their suitability. She has recently developed her understanding of information that she should share with Ofsted. The childminder monitors the service she offers to ensure it meets the children's needs, and makes changes where needed. She shows ambition and a good attitude towards developing her service further to promote continuous improvements.

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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 EY441248 Local authority Buckinghamshire Inspection number 954349 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 5

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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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