Childminder in Lancashire

Inspection date

Previous inspection date 08/05/2014 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 enjoy very good relationships with the warm, caring childminder. They enjoy lots of personal attention and show in their behaviour that they feel safe, secure and happy in her care.  Children make good progress because the childminder uses her knowledge to provide plenty of activities, which interest the children and develop their skills.  Children are kept safe from harm because the childminder supervises them closely and is aware of potential risks.  Children's learning, emotional and care needs are met well because the childminder and parents work well together, sharing information on children's routines, interests and development.  The childminder evaluates and develops her practice with support from others and this has a positive impact on children's learning and development.

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It is not yet outstanding because

 There is scope to improve the childminder's knowledge of how young children learn to communicate and think, in order to support their learning even further.  Local partnerships have not been fully developed, in order to access advice and specialist support effectively.

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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 rooms and outside area used for childminding and spoke to the childminder at appropriate opportunities.  The inspector discussed an observed activity with the childminder.

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Inspection activities

 The inspector reviewed documents, including evidence of training, the safeguarding policy and the childminder's self-evaluation.  The inspector looked at documents used to support children's learning.

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Inspection activities

 The inspector took account of the views of parents from information included in the childminder's own parents' survey.

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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 with her young child aged one year, in a house in the Bowgreave area of Garstang, Lancashire. The whole of the ground floor and the rear garden are used for childminding. The childminder attends a childminder toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. She is able to collect children from the local schools and pre- schools. There are currently two children on roll, both of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 7.30am to 6pm, Monday to Friday, except family holidays.

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

 extend knowledge and understanding of how children learn to communicate and think, in order to support their learning further

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

 strengthen local partnership working, particularly with regard to; working with the local children's centre to signpost services and advice; understanding how to access local advice and specialist support, for example, for speech and language services.

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who attend

Children make good progress because the childminder knows them very well and supports them successfully. She uses her knowledge to provide plenty of interesting activities and resources and as a result, the children enjoy their time and develop their skills across all areas of learning. For example, children enjoy exploring textures, colour and patterns as they spread foam and paint on the floor. They develop their physical skills as they control the brushes and spreaders to make different marks. The childminder shares their exploration with them, encouraging them to feel and smell the foam while introducing words to describe the sensations. She quickly notices when they have had enough and reacts before they are bored or overstimulated. Children enjoy playing with the childminder. She gives each child plenty of individual attention as she plays with them and she is very responsive to their individual interests and needs. As a result, children are

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who attend

happy and busy all the time. The childminder uses lots of praise and positive responses to recognise children's efforts. Consequently, children show that they are keen to learn and are proud of their successes. For example, children persist at trying to fit pieces into a puzzle and give big smiles when they succeed. Conversations are generally very effective in extending children's vocabulary and understanding. The childminder repeats children's single words back to them and extends them into short phrases. She uses her tone of voice and facial expression to engage children's interest and encourages them to communicate. She introduces new vocabulary naturally as she talks to them while they play, for example, when she uses positional language as they hunt for the doll in the garden. Consequently, children's understanding is good. However, occasionally conversations are less effective, in particular when a focus on

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who attend

learning specific words interrupts children's thinking and learning in other areas. For example, when children are enjoying mixing foam and paint, asking closed questions about colours interrupts their sensory experience.

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who attend

The childminder knows each child's individual learning needs well. She encourages parents to share information when children start in her care, so that she can plan for their needs and interests. The childminder observes and monitors children's progress, adapting her environment and activities to meet their changing needs. She works closely with parents, regularly sharing information between them, which supports children's learning at home and at the setting. As a result, children show that they are developing well and are acquiring the foundation skills they need for when they move onto the next stage in their learning, such as nursery or school.

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

Children have very warm, close relationships with the childminder. They smile and giggle as they play with her. Children enjoy lots of personal attention and show in their behaviour that they feel safe and secure in her care. The childminder is very focused on their interests and emotional well-being and as a result, children are confident and happy. They enjoy the resources available to them and make choices about how to spend their time because the childminder makes good use of her space and equipment to provide a stimulating environment. She manages the resources well to avoid conflict and her gentle reminders help children learn to share and take turns. Consequently, they are well behaved and form good relationships with each other. The childminder encourages children to develop independent self-care skills, such as feeding themselves and assisting with dressing. Children are well prepared for their next stage of learning because early

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

emotional, social and self-care skills are being developed well.

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

Children enjoy lots of fresh air and physical exercise. Regular outings to the soft play centre and parks give children lots of exercise and physical challenge while developing their confidence and independence around other people. They begin to learn to keep themselves safe as they enjoy appropriate physical challenge while the childminder supervises closely. The childminder's home and resources are kept clean, which helps children to stay healthy.

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

The childminder works well with parents to ensure she knows the children well before they start at her setting. She encourages parents to share information on children's routines, so that she can provide consistency with their care at home and she finds out about children's preferences. As a result, children are supported well during the move into the childminder's care and they settle quickly. The childminder and parents continue to share information effectively to support children and this contributes to their emotional well- being.

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provision

The childminder understands her responsibilities to support children's learning, development and well-being. She monitors the progress, which children make in the different areas of learning and makes sure that they are demonstrating typical development for their age and starting points. Children are kept safe from harm because the childminder supervises them closely and is aware of potential risks. She has undertaken training, for example, safeguarding, to develop her skills in protecting children from harm. The childminder demonstrates that she understands what to do if she has any concerns about the welfare of a child in her care.

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provision

The childminder evaluates and develops her practice. She reflects on what works well and what she will change. She regularly attends a local group for childminders to share good practice and ideas and she receives support from local authority development workers. This all has a positive impact on the care and development children receive. For example, as a result of advice, the childminder has adapted the paperwork she uses to support children's learning, which has improved her focus on children's learning behaviours. The childminder accesses training to improve her knowledge and understanding and she demonstrates enthusiasm to continue to improve her practice. For example, she plans to complete a childcare qualification to strengthen her knowledge.

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provision

Partnerships with parents are strong, which supports children's learning at home and at the setting. The childminder takes time each day to talk to parents, as well as regularly sharing paperwork on children's progress. Parents make positive comments in the childminder's own survey, saying that they are happy with the excellent service provided. However, partnership working with other professionals is not yet fully effective. The childminder has completed training to understand formal referral processes but local partnerships have not yet been fully developed. As a result, the childminder does not know how to access advice and specialist support effectively, particularly with regard to local speech and language services.

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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 EY471099 Local authority Lancashire Inspection number 943998 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 2

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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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