Maxine Dixon

Inspection date

Previous inspection date 19/05/2014 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

 The childminder organises a stimulating and exciting range of learning experiences for children, which supports them to make strong progress across all seven areas of learning.  Children are 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 very good.  Extensive outdoor play and exploration give children many opportunities for fresh air and exercise to promote their good health.  The childminder works very well with parents to ensure there is a two-way flow of information that supports continuity of their care.  The childminder manages her setting well, supported by a comprehensive set of policies and procedures. 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.

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It is not yet outstanding because

 Occasionally opportunities are missed to extend vocabulary in very young children by using even more descriptive language to help children learn to describe what they see and do.  Sometimes there are fewer opportunities for children to make independent choices, such as what they would like to eat and drink.

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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 outdoors and in the dining room, living room, kitchen and dedicated play room.  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.  The inspector took account of the views of parents spoken to on the day.

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Information about the setting

The childminder was registered in 2013 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three children aged two five and six years in a house in Oswaldtwistle, Lancashire. The whole of the ground floor, the first floor office and the rear garden are used for childminding. The family has two rabbits as pets. The childminder attends a toddler group and activities with other local childminders. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently eight children on roll, six 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 6.30pm, Monday to Friday, except bank holidays and family

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

 take even more advantage of spontaneous opportunities to help young children's acquisition of communication and language skills, for example, by providing them with the words they need to describe their experiences

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

 make the most of opportunities to develop children's independence and self-care skills through daily routines, such as serving themselves at meal and snack times.

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who attend

The childminder has a strong understanding of the Early Years Foundation Stage learning and development requirements and the quality of her teaching is generally good. Parents' involvement in their child's learning and development is encouraged as soon as the child starts. Children's starting points are identified through initial discussions with parents and their completion of the 'all about me' document. Frequent contributions by parents to children's learning journals, particularly in the initial weeks, and the childminder's observations are used well to inform an accurate assessment of what children can do. This forms the basis of the planning to support children's progress towards the early learning goals in all areas of learning. 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

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who attend

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 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. She has completed the progress check at age two and this provides a clear assessment for parents, highlighting children's development and any gaps in their learning. Children's individual learning journals are attractively presented with photographs and written observations, and are regularly 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 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 farm animals. She provides resources and plans focused activities which enable them to fulfil this interest. For example, they develop their physical skills as they manipulate animal puzzle pieces into place and play with toy farm animals in a bed of real hay. Children have opportunities to make marks with various utensils, such as, brushes and sponges and express their creativity. The childminder weaves numbers and colours into the daily routine. For example, she counts out aloud, and names the colours of the animals as they select them from the box. The childminder provides a print rich environment inside, where resources are labelled with print and books for all ages are freely available. This assists children to develop their early reading skills. Resources such

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who attend

as pencils, pens, chalks and paint are accessible to enable children to practise and develop their early writing skills.

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who attend

Children's physical skills and confidence develop very well as they make extensive use of the rear garden. Children are curious and are eager to explore. For instance, babies enjoy the texture of the sand and feel of the cold water as they 'feed' the ducks. However, the childminder occasionally does not exploit spontaneous teaching opportunities to introduce new words to extend children's understanding and help them describe the things they see and do. Children use their imagination to express themselves through free art work which is proudly displayed. Children learn to share and 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 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, and provides a secure, soothing routine to help them to settle.

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

Young children are actively encouraged to have a go at feeding themselves. Children's health is well promoted through the nutritious meals and healthy snacks, which the childminder provides. However, sometimes opportunities are missed to use mealtime routines to further support children's independence and ability to respond to the needs of their own body. For example, by allowing children to select some of their own food and decide on portion sizes. The childminder actively teaches children about the importance of good hygiene routines. She washes young children's hands before they eat and clearly explains the importance of removing germs before they eat. The childminder is a positive role model for children's behaviour. She talks to children in a respectful and gentle manner. The childminder takes the children to group activities, where they have the opportunity to play with a larger group of children. Consequently, children are making

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

relationships and developing their social skills in preparation for later transitions into nursery or school. 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 provides clear guidance to children about what is acceptable behaviour, and uses positive and purposeful praise and encouragement.

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

The childminder involves children, from a young age, in implementing safety procedures to develop their understanding of how to look after themselves. For example, she practises the emergency evacuation procedures regularly so they will respond appropriately in a real situation. In play, children respond to the childminder's encouragement to try new things and take risks. Children enjoy easy access to a good range of age-appropriate resources which are set out in response to their interests indoors and outdoors. They receive plenty of fresh air and exercise and this contributes greatly to their physical health and well-being. They go for walks and meet with other childminders and children 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.

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provision

The childminder is very 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 a comprehensive set of policies and procedures to support the safe and efficient running of the setting. The childminder 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. The childminder vigilantly checks the identification of visitors and keeps a written record of them. She ensures she is always close to the children to ensure good supervision for their safety. Children benefit from the childminder's commitment to ensuring the premises are safe through ongoing

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provision

risk assessments. The childminder readily 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 children. The childminder has a good understanding of her responsibility in meeting the learning and development requirements. Children are offered a range of realistic, 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 practice. 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, they praise the level of interaction between the childminder and their children, saying children 'love coming' and they value the way she keeps them updated about their children's progress. The childminder recognises the importance of working in partnership with other early

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provision

years providers if the children attend more than one setting. She has established good links with other childminders and the local authority development worker to ensure high standards and continuity in care and learning for each child.

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provision

This is the childminder's first inspection since registration. She 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 childcare knowledge has on the quality of the provision and outcomes for children. Consequently, she is keen to continue her professional development. The childminder is constantly reflecting on her practice and has clear plans in place to develop the service she provides. For example, she intends to further develop the garden area and work towards a childcare qualification. The childminder proactively seeks ongoing support from other experienced childminders and the development worker 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 EY472548 Local authority Lancashire Inspection number 944312 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

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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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