Childminder in Lancashire

Inspection date

Previous inspection date 01/05/2014 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 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 regularly reviewed.  The quality of teaching is good. The childminder understands how children learn and supports them to make good progress through child-initiated and structured activities.  The childminder manages children's behaviour very well. She is calm and consistent, so that children play well together in a warm, nurturing environment.  The childminder is warm, kind and caring. Consequently, children develop strong bonds with her and show that they feel a sense of belonging in her care.

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It is not yet outstanding because

 There is scope to develop the educational programme for mathematics further by ensuring that the childminder maximises opportunities to promote counting through every day routines.  Opportunities for children to further develop their early reading skills by enhancing environmental print within the outdoor area are not fully available.

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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 viewed all areas of the home used for childminding, including the outdoor environment.

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Inspection activities

 The inspector spoke with the childminder and the children at appropriate times throughout the inspection.  The inspector looked at children's assessment records and planning documentation.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder, her self-evaluation form and improvement plan.

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Information about the setting

The childminder was registered in 2013 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives in a house with her partner and her child aged two years in Kirkham, near Preston. The whole of the ground floor and a first floor bedroom are used for childminding. The family has a dog as a pet. The childminder attends toddler groups and activities in the local community. She visits local shops, parks and the library, on a regular basis. There is currently one child on roll, who is in the early years age group who attends part-time. The childminder operates from 8.30am to 5.30pm, Monday to Friday. She operates all year round, except for family holidays and bank holidays.

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

 enhance children's already good understanding of early mathematics by ensuring counting is consistently used throughout the daily routine

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

 enhance opportunities for children in the outdoor environment, so they begin to understand that print carries meaning, for example, by using words, signs and numbers.

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who attend

The childminder successfully promotes the learning and development of young children. She recognises the importance of developing children's curiosity and enthusiasm for learning. The childminder uses her knowledge to help her to provide activities that are of interest to children and help them to make progress. Teaching is good. She clearly enjoys this area of her work and children are happy, settled and content. The childminder actively participates in children's play and gets down to their level to encourage them to be involved and engaged with her and the resources provided. For example, children giggle and laugh when the childminder shakes a large piece of fabric around on the floor and they pretend to be cars and clamber over it. This helps children to learn, make good progress in their learning and development and become confident learners for the future. Effective observation, planning and assessment systems ensure that children take part in a

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who attend

range of activities that cover the seven areas of learning. Consequently, children make good individual progress in relation to their starting points. The childminder has a good understanding of her responsibility in completing the progress check at age two and has implemented a written summary of children's progress. The childminder focuses strongly on promoting children's learning in the prime areas to build their capacity to learn, form relationships and thrive. She acknowledges children's attempts at language and supports them well by giving them lots of eye contact, repeating words back to them and narrating as they play. This helps them to become confident and competent language users. The childminder talks to children about their family and supports children to recall events in their lives. For example, she offers prompts to help a child remember playing on ice skates at a recent visit to the ice rink. Consequently,

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who attend

children feel valued, secure and listened to. The childminder plans a range of activities to help children to learn about the world around them. She plans walks in the local environment to help children to learn about seasonal changes. Children enjoy cooking and this helps them to explore the different ingredients and to observe the changes that occur in cooking. The childminder uses a range of activities to develop mathematics. Children enjoy singing along to number rhymes and counting the stairs as they walk up and down them. This helps children to count with numbers in the correct order. However, there is scope to develop the provision for mathematics further by ensuring counting is emphasised throughout the daily routine.

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who attend

The childminder promotes the children's physical development by providing them with daily opportunities for outdoor play and exercise. Weekly visits to toddler groups and to the park, provide further opportunities for the children to develop their physical skills on a larger scale than is possible in the childminder's home. As a result, children are increasing their confidence and developing their social skills as they mix with other children and adults. Children are encouraged to make independent choices within their play and learning as resources are appropriately labelled and easily accessible. However, there is scope to strengthen opportunities for children to further develop their early reading skills by enhancing environmental print within the outdoor area, for example, by using words, signs and numbers. Partnerships with parents and carers are good. The childminder encourages their involvement in their children's learning. She regularly shares information

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who attend

with them about their child's progress and how learning can be further supported at home. Parents are also encouraged to share their own observations of their children's achievements at home and this information is seen in daily diaries. As a result, a good overview is maintained of children's progress and individual interests.

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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 a nurturing environment where children are very well cared for. Children demonstrate strong attachments and close bonds with the childminder and they know they are special to her. This supports their emotional well-being and results in them gaining in confidence and self-esteem. The childminder takes account of children's individual needs when organising settling-in visits. For example, the number of visits when parents stay with their child differs depending on how quickly they are confident and happy to be left. She obtains a range of information from parents prior to their children starting with her. This ensures she is fully aware of children's individual needs and abilities to help make their move between home and her care as easy as possible.

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

The childminder acts as a good role model as she manages behaviour effectively. She provides clear guidance by using a calm and consistent approach. The childminder explains appropriate behaviour and helps them to understand expectations and boundaries and although, very young, they are beginning to respond to these. Children interact and show care for each other by sharing and taking turns throughout their play. The childminder uses constant praise and encouragement, which develops the children's self-esteem and makes them feel valued. Children play in a child-friendly, safe environment with clean, age-appropriate and well-maintained toys and equipment that supports their overall well-being and care. The childminder encourages children's independence from an early age. She makes sure suitable resources are available on the floor set out around the living room and playroom, so that they remain accessible for the

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

Children's health is well promoted as the childminder provides a range of balanced and nutritious meals and snacks. The childminder supports the children to be independent at mealtimes, for example, she encourages young children to feed themselves and to drink from their cups. She talks to the children about the importance of eating fruit and vegetables, which develops their understanding of a healthy diet. Children are provided with daily opportunities for fresh air and exercise as they play in the outdoor area or go on walks in the local area. This helps to promote a healthy lifestyle and supports their physical development. The childminder recognises that sleep and rest are important and works closely with parents to ensure these routines are followed and consistent with home. She is mindful about children's safety and she supervises them well at all times. Appropriate safety equipment is in place, such as safety gates and security locks on the

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

exits. This means that children can play in a safe environment. Children are starting to develop an understanding of risk and how to keep themselves safe as the childminder encourages them to negotiate space during activities. The childminder includes them in conversations about road safety and in emergency evacuation drills, so they develop an understanding of how to keep themselves safe.

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provision

The childminder has a thorough knowledge of how to safeguard and protect the children in her care. She is fully aware of the signs and symptoms of abuse and the procedure to follow if she is concerned about any child in her care. This is supported by robust policies and procedures to effectively safeguard children. Children are kept safe and secure in the family home. Written risk assessments and daily checks are completed to ensure the children are provided with a safe and secure environment. The childminder is vigilant and deploys herself well within the setting to ensure that children are appropriately supervised at all times. The childminder has completed a paediatric first-aid training course. This enables her to respond appropriately in the event of any accident. The childminder ensures that her home is kept clean and that hazards are minimised.

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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. The childminder has made a very good start to her childcare career and has a strong drive to improve the service she provides further. She is committed to advancing her own professional development. For example, she would like to attend food hygiene training in the near future. The childminder maintains professional relationships with early years advisors from the local authority and values their advice and support. She identifies the provision's strengths and areas for development and is targeting areas that will bring about most benefit to children. She welcomes feedback from parents and uses their

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provision

contributions to help her with the evaluation process.

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provision

Partnerships with parents are well established. Parents' written comments indicate their satisfaction with the service the childminder provides and they say that they are 'very happy with the care provided'. An extensive range of information is shared with parents prior to care commencing, so they are fully informed of the childminder's policies and procedures. As well as daily conversations, a daily diary is completed, so that parents have full information about their child's care. The childminder is aware of the requirement to work in partnership with other providers of the Early Years Foundation Stage when appropriate to promote children's 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 EY466773 Local authority Lancashire Inspection number 942685 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 8 Number of children on roll 1

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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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