Childminder in Lancashire

Inspection date

Previous inspection date 07/04/2014 14/09/2011

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early years provision

This inspection: 3 Previous inspection: 1 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 The premises are safe and secure and the childminder is confident about the procedures to follow should she have concerns about children's welfare.  The childminder forms positive and caring relationships with children, so they feel safe and secure. This significantly contributes to supporting their emotional well-being.  The childminder promotes children's social skills by encouraging them to develop relationships with other children and take part in group activities during toddler groups and regular visits to other childminders.  Children receive the individual support they need because the childminder develops positive working partnerships with parents.

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It is not yet good because

 The childminder does not have a current first aid qualification, which has some impact on the welfare of the children.  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.

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Inspection activities

 The inspector spoke with the childminder at suitable points throughout the inspection, made observations and spoke to children present.

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Inspection activities

 The inspector checked evidence of the suitability of the childminder and adults living on the premises, and looked at children's assessment records, planning documentation, and a range of other records, policies and procedures.

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Information about the setting

The childminder was registered in 2007 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner, adult child and one child aged 15 years in Eccleston, Lancashire. She works with one assistant. Two designated playrooms and toilet facilities on the ground floor of the home are used for childminding. The family has a pet dog. At the present time, children do not have access to the childminder's garden, although they have daily opportunities for fresh air and outdoor activities by using facilities within the community. The childminder attends toddler groups and activities at the local children's centre. She visits the local shops, parks and library on a regular basis. There are currently 21 children on roll, 11 of whom are in the early years age range and attend for a variety of sessions. The childminder operates all year round from 7am to 6pm, Tuesday to Friday, except for family holidays. She has an

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Information about the setting

appropriate early years qualification at level 3 and is a member of the local childminding network.

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must:

 ensure that a paediatric first aid certificate is obtained and a current certificate is maintained thereafter.

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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 understands the importance of children's learning through play. Throughout the session, children have opportunities to follow their own interests. The childminder has a secure understanding of where children are in their learning because she observes them to find out what they have achieved and what they enjoy doing. Her observations are matched to the areas of learning of the Early Years Foundation Stage. She highlights where children are in their learning and identifies areas where they need further support. The childminder plans stimulating activities for the children which are based on their learning needs. This means that she has a clear picture of where children are in their learning. Children are encouraged to be creative as the childminder provides activities, such as painting and gluing. They enjoy looking at books and visiting the local library, which promotes children's enjoyment in books and early reading skills. Children make good

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who attend

progress in their physical development. The childminder plans a range of activities to develop this further, for example, she plans activities, such as threading, to encourage younger children to pick up and thread objects using their thumbs and fingers. The childminder demonstrates counting as children pick up and explore shapes and correctly insert them into the shape sorter. Consequently, children develop skills that prepare them for the next stage in their learning. The childminder interacts well with the children and gives them her full attention. She promotes their language development by talking clearly to them and repeating words, so they hear them pronounced correctly. Consequently, the youngest children enjoy exploring and experimenting with sounds and are beginning to use single words to convey simple messages. The childminder helps toddlers to use adjectives in their speech by rephrasing sentences with adjectives in. For example, she

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who attend

says 'It is a strawberry, it's a red strawberry' when reading a favourite book. She maintains eye contact, gets down to their level and talks to them throughout an activity. The childminder has a range of resources nearby so that the children can see and reach toys that entice them to play. She provides a variety of familiar resources reflecting everyday life, such as kitchen equipment and supermarket tills, which encourages children to use their imagination and make-believe. 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. The childminder uses photographic evidence of children taking part in a range of activities in the home and outside on trips and nature walks in local parks. She supplements activities by taking children to local toddler and community groups. This also gives children the opportunity of playing in larger groups, learning to adapt their

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who attend

behaviour in preparation for starting nursery and school.

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who attend

The childminder has positive relationship with parents. She finds out about children through discussion and observations of the child when they start. The childminder uses a daily diary sheet for all children to communicate with parents. She regularly shares information about children's routines and the activities they complete, and shares the record of activities with parents, which encourages them to continue their child's learning at home. Parents let the childminder know what their child has been involved in at home, which helps her to plan resources around children's interests. As a result, all children make steady progress.

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

The childminder gains information about children's individual personalities and preferences to help support their smooth transition into her care. This, together with flexible settling-in procedures, helps children to adjust at a rate that reflects their needs and parental requirements. She is calm and caring and the children respond to this well. Consequently, children settle and feel safe and secure in the childminder's home. Furthermore, she understands their needs and responds to them in a warm and sensitive manner. As a result, positive relationships are established with the childminder and this promotes children's well-being and sense of belonging. They enjoy settling down next to her as they look at books, choosing different books for them both to look at. The childminder responds to children's individual care needs as she recognises when they are tired or hungry. Children have plenty of space to play and rest in the childminder's home. They

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

make some independent choices because a suitable variety of resources are set out around the lounge.

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

The childminder manages behaviour well. She has effective behaviour management procedures, which she shares with parents. Children receive regular praise and encouragement, which supports their good behaviour. The childminder takes children to groups to provide opportunities for them to mix with others in their age range. As a result, they learn to mix, share and cooperate with other children. She supports children's independence as they are encouraged to feed themselves and access their own drinks throughout the day. They also manage their own personal hygiene independently. This prepares them well for the transition to the next stage of their learning.

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

Children enjoy a range of fun activities which contribute to their good health. Each day the childminder plans both indoor and outdoor activities which promote children's physical development and help them gain increasing control over their bodies. For example, visits to the local parks and nearby green spaces, as well as visits to the soft play centre. This, combined with healthy, nutritious snacks and meals, which include lots of fresh fruit, encourages children to learn about making healthy lifestyle choices. Children are beginning to understand how to keep themselves safe in the setting as they practise how to leave the home safely in the event of a fire. They are reminded to hold hands and stay together when outside of the setting. The childminder promotes road safety with the children, by teaching them to stop at the kerb and look before they cross the road with her.

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provision

The childminder has a sound understanding of her responsibilities in relation to safeguarding. She has attended training and she knows who to contact if she has a concern about a child. The childminder has clear policies and procedures, and documentation is in place to meet the legal requirements. However, she does not have an up-to-date first-aid certificate, which is a breach of legal requirements both in relation to the Early Years Register and the Childcare Register. The childminder has attended previous training and has a sound understanding of how she would deal with both major and minor injuries. She has taken appropriate action and is awaiting training which will enhance her knowledge further. As a result, the risk to children is minimised. The childminder keeps records of children's attendance, and risk assessments are effective, including specific risk assessments for outings and the family's pet dog. She ensures all

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provision

areas children come into contact with in her home are safe. For example, doors are kept locked at all times and the children are continually supervised. The childminder ensures unvetted people do not have unsupervised access to children and is aware that Ofsted need to be notified of significant events. For example, she shows a sound knowledge of the need to let Ofsted know if any persons over 16 years old move into the household and is aware that they would need to complete the relevant checks to ensure that children in her care continually remain safe.

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provision

The childminder has a secure knowledge of child development and the different areas of learning. She has useful systems in place to help track children's progress towards the early learning goals. The childminder has an accurate awareness of her strengths and areas for development which will improve children's achievements over time. For example, the garden is currently not used by minded children and she is considering how to create a more suitable outdoor learning environment for them. Children do get daily access to outdoor play in the local environment. The childminder attends local childminding network meetings in order to share practice and to identify possible improvements to her own practice. In addition, she values the contribution of the local authority network coordinator to support her in making ongoing improvements. The childminder obtains parents' views and suggestions through daily conversations and questionnaires to improve her care and

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provision

education of the children. This demonstrates a positive attitude towards continuous improvement and promotes opportunities and experiences for all children who attend her setting.

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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. The childminder shares her written policies and procedures with parents to make them aware of her practices. She encourages a two- way flow of information between parents and herself, and parents feel that she communicates effectively with them. Parents value the service provided by the childminder. For example, they appreciate the daily feedback and feel that she provides good flexibility. No children currently attend any other settings. However, the childminder fully recognises the importance of supporting children's next stage in learning by establishing links with local nurseries and schools. She recognises the significance of sharing information with them to ensure continuity of care and learning for children.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 ensure that an appropriate first aid qualification is held (compulsory part of the Childcare Register)  ensure that an appropriate first aid qualification is held (voluntary part of the Childcare Register).

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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 EY357772 Local authority Lancashire Inspection number 959652 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 8 Number of children on roll 21

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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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