Wilson, Melanie

Inspection date

Previous inspection date 30/04/2014 21/02/2011

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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 quality of teaching is strong because the childminder understands how young children learn. She assesses their development and provides a good range of interesting and challenging experiences that meet children's individual learning needs. Consequently, children make good progress.  Children are well safeguarded because the childminder has a good understanding of her responsibilities with regard to safeguarding and child protection. She ensures her home is risk assessed and supporting policies to keep children safe are in place and are regularly reviewed.  Partnership with parents is good, as the childminder keeps them fully involved in their child's experiences and learning. She gains valuable information from parents about children's learning at home to help meet their individual needs.  The childminder provides a warm, welcoming environment, which enables children to build secure attachments with her. As a result, they show enjoyment and pleasure

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It is not yet outstanding because

 Opportunities to build on children's independence further have not been fully developed to support them in making independent choices in their play.

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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 toured the areas of the premises used for childminding and observed activities in the lounge and dining room.

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Inspection activities

 The inspector spoke with the childminder and children present at appropriate times throughout the inspection.

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Inspection activities

 The inspector sampled a range of policies and procedures, documentation and children's records and discussed her improvement plans.

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Inspection activities

 The inspector took account of the views of parents via written questionnaires provided by the childminder.

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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 child aged 10 in Rufford, West Lancashire. The whole of the ground floor and first floor bathroom is used for childminding. The rear garden is available for outdoor play. The childminder attends toddler groups and activities in the community. She visits the shops and parks on a regular basis. The childminder collects children from local schools and pre-schools. There are currently five children on roll, of whom one is in the early years age group. She operates all year round from 8.30am to 6pm, Monday to Friday, except bank holidays and family holidays.

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

 enhance opportunities to further develop children's independence, for example, by labelling toys and resources using words as well as pictures to support them in making confident choices.

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who attend

The childminder demonstrates a good understanding of the Statutory framework for the Early Years Foundation Stage and knows the children in her care very well. She uses this knowledge to plan their next steps of learning from the observations she has made to support their progress. The childminder is enthusiastic and playful, which strongly influences children's positive attitude to play and learning. As a result, children are confident to access resources independently and sustain their concentration while being engaged in activities. For example, they focus well and persevere as the childminder successfully encourages them to find the correct cards to match similar ones in the pack. Precise assessment and planning ensures that activities provide suitable challenge for children. This significantly contributes to the good progress they are making in relation to their starting points, ensuring they are well prepared for the next stage of learning or for

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who attend

Children are making good progress in their communication and language skills as they constantly chatter and engage in conversation with the childminder. She listens carefully to them and repeats words back to them to aid their pronunciation. The quality of teaching she provides, supports children's communication and language skills very well through everyday play-based activities. Children show a great interest in books; they listen well and interact by turning the pages and pointing to the pictures. The childminder encourages them to tell the story in their own words after she reads the initial sentences. These activities support children's early language development and literacy skills. She promotes their personal, social and emotional development extremely well. Children clearly love imaginative play and choose to engage in make believe play with the farm and small world figures. The childminder uses the opportunity to support their learning further

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who attend

as they discuss the colour of the animals and how many there are. This supports children's early mathematics skills well as they learn to identify colours and use numbers. In addition, they learn about shape, size and problem solving as they make and decorate wooden spoon puppets, discussing the size and shape of the various pom-poms and other materials being used. The childminder provides a good range of activities and experiences for children to develop their physical skills. She provides children with daily opportunities for energetic play, encouraging young children to play outdoors and explore in local parks. This all helps to develop their understanding of nature and the world they live in and provides them with good opportunities to develop physically. Children are enthusiastic and keen to engage, making choices from the very well-resourced environment and the childminder provides them with lots of positive praise, which enhances their desire to learn

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who attend

further. They carefully select from the good range of resources, which are stored at child height. However, there is scope to develop children's independence even further by labelling storage boxes with words and pictures to aid them in their choices.

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who attend

The childminder involves parents in their child's learning, in order to ensure a consistent approach to meeting children's individual needs. This commences when children first visit. Parents share what they know about their children, including their likes and dislikes, through discussion along with providing information in 'All about me' documents. She shares information with them verbally each day as well as completing observations of the children in their individual learning journals. This keeps parents informed of their children's progress and encourages them to share information of their activities at home. This communication is successful in helping the childminder to track children's progress and plan for their next steps across all areas of learning.

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

The childminder is warm and welcoming and she provides an environment where children feel emotionally secure. Children form strong bonds with the childminder and are happy and relaxed in her care. Consequently, children are supported well emotionally and physically and are happy during the time they spend within her home. Information is gathered from parents about their child's needs before they start, for example, what children are interested in and their personal routines. The childminder takes account of children's individual needs when organising settling-in visits. This helps to ensure a happy, smooth move between home and her care. The childminder provides clear and consistent boundaries and has high expectations for children's behaviour. She gives them lots of praise and encouragement and lets them know they are important to her and valued. This builds their self-esteem and prepares them well for the move to nursery and school.

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

Children learn how to keep themselves safe through the support that the childminder gives to them. For example, they practise regular fire drill evacuations and learn to tidy up resources, so they have sufficient room to move around. On outings, the childminder reinforces how to cross the road safely and children know to hold her hand. Children access the local environment on a regular basis and enjoy opportunities, such as visiting the local park to play on the large equipment. This helps children to develop an awareness of the importance of fresh air and exercise. Indoors, children have plenty of space to carry out their activities and move around with confidence. Children are developing a good understanding of the importance of living a healthy lifestyle. They eat healthy snacks, such as fresh fruit, also drinking water is readily available at all times.

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

Children are encouraged to learn self-help skills from an early age and they competently manage their personal needs as they get older. They are encouraged to put their coats on by themselves and wash their hands independently, which they begin to manage competently. All of this gives children the necessary skills needed for their future learning. Children play in a child-friendly environment with clean, age-appropriate toys and equipment that effectively supports their overall well-being and care. The environment promotes children's independence as toys and resources are made available to them. This enables children to become independent learners.

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provision

The childminder takes all necessary steps to keep children safe and well. She fully understands her role and responsibility in protecting children and has effective policies and procedures in place. Children are further protected as the childminder has a sound understanding of significant events of which she must inform Ofsted. This effectively protects children from harm. Written risk assessments for her home and outings, along with close supervision of children, ensure that risks to those in her care are minimised. Documentation is recorded well and is used effectively by the childminder to safeguard children and support their welfare. This includes children's details and records of attendance. This further safeguards children.

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provision

The childminder maintains a good overview of the educational programmes she provides for children, both indoors and outdoors. She precisely monitors the progress they make over time. This means that accurate information about children's achievements is obtained and clearly shows where intervention is required, supporting their individual needs well. In addition, she gathers information from parents when they start with her. As a result, she can highlight next steps in their learning and plan appropriate activities to support each child in their continuous learning. The childminder has a good understanding of her strengths and areas to develop because she is reflective about her practice. She takes advice from the local authority advisor. The childminder also involves parents in this process, using their views to reflect on and consider how she can change and improve, to meet the needs of their children. This means that the quality of the provision for children

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provision

Partnerships with parents are very positive. Parents' written comments indicate their great satisfaction with the service the childminder provides and they say that they are 'very happy and they can always rely on her'. The childminder has daily discussions to keep parents informed of their children's progress, which supports them to continue their learning at home through similar activities. The observations and photographs keep parents well informed, together with her overview about where children are in their learning. Close links with the pre-school where children have just started are in place. The childminder confidently discusses the necessity of sharing relevant information with regard to children's learning and development, to ensure and promote their progress.

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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 307629 Local authority Lancashire Inspection number 876808 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 5

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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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