Childminder in Lancashire

Inspection date

Previous inspection date 06/06/2014 27/11/2008

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early years provision

This inspection: 1 Previous inspection: 2 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 Teaching is excellent. The childminder is highly skilled at supporting children to learn through play. Her knowledge and understanding of how to meet children's needs is extensive. Consequently, children make excellent progress in their learning and development.  The childminder is highly attuned to meeting children's care and emotional needs. Her sensitivity and attentive manner helps children to form very strong and secure attachments, thus supporting their emotional well-being.  Children's safety is promoted extremely well because the childminder is highly trained, and secure in her knowledge and understanding of safeguarding procedures.  The childminder has high expectations for each child and provides an excellent range of learning opportunities to support their learning. She monitors their level of achievement precisely and effectively to ensure that they are within the expected range of development.

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This provision is outstanding

 The childminder works in close partnership with parents, carers and other professionals. Relationships are strong, resulting in highly effective channels of communication, which contributes to an outstanding setting.

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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 the premises, inside and outside, where children play, rest and eat.

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Inspection activities

 The inspector talked with children and observed the childminder as she played and interacted with them throughout the day.

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Inspection activities

 The inspector discussed aspects of policy and practice with the childminder at appropriate times throughout the day.  The inspector conducted a joint observation with the childminder.

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Inspection activities

 The inspector viewed a wide range of documents, including relevant policies and procedures, children's learning files, planning and assessments.

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Inspection activities

 The inspector took account of the views of parents and other professionals from letters, testimonials and completed questionnaires.

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Inspection activities

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

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Information about the setting

The childminder was registered in 1992 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband in a house in the Torrisholme area of Morecambe. The dining room, kitchen and downstairs toilet on the ground floor and the rear garden are used for childminding. The childminder attends toddler groups and activities at the local children's centre. She visits the shops, park and library on a regular basis. She collects children from the local schools and pre- schools. There are currently seven children on roll, four of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 7am to 6pm on Monday, Wednesday and Friday and 8am to 5.15pm on Tuesday and Thursday, except bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children. She is a member of a local

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Information about the setting

childminding network and is a community childminder, offering respite care to children with special educational needs and/or disabilities. She is a member of the Professional Association for Childcare and Early Years.

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

 enhance the already excellent opportunities for children to independently choose resources and activities, particularly for younger children, for example, by developing pictorial communication methods, such as photograph albums, where children can point and choose even more freely.

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who attend

The childminder supports children in making rapid progress in relation to their starting points. This is because she has excellent teaching skills and understands how children learn. In addition, she is highly skilled in observing, assessing and planning next steps to meet their individual needs and interests. This is because she has high expectations of their skills and abilities and, therefore, extends their learning through continually challenging, yet achievable opportunities. As a result, children are exceptionally well prepared for their next steps in learning and onto school. Children's learning files contain a wealth of information, showing clearly their developmental progress. She spends a vast amount of time completing these, which include lots of photographs and highly detailed reports. As a result, they provide a unique account of children's development and show the excellent progress they are making. Information gathered from parents is used to

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who attend

form initial assessments. Subsequent observations are completed and assessed regularly, creating a full and precise picture of how children are developing. This tracking includes the progress check for children aged between two and three years, which is effectively shared with parents. Consequently, monitoring is meticulous with any gaps in learning easily identified. This means that intervention is sought early, if necessary, to support children further.

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who attend

The childminder's teaching skills are excellent. She involves children in everything she does, providing narrative and explanations, which promotes communication and language. Furthermore, she talks and plays with children at their eye level and ensures she has their attention before explaining things. As a result, children demonstrate superb listening skills. The childminder knows the children exceptionally well and plans activities that interest them and ignite their curiosity. For example, children's attention is truly focused on filling the empty bottle with peas, beans and rice to make a shaker. The childminder gives children ample time to practice their skills in picking up the small items, helping them gain a sense of achievement as she does so. She suggests different ways of doing it and provides additional resources, such as cupping hands together or using a spoon. As a result, the activity is challenging but rewarding for young children as they develop their

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who attend

hand and eye coordination, and concentration skills. The environment is totally enabling for children with child accessible resources that inspire and motivate children to learn. Furthermore, letters, words and numbers placed on toys and equipment help to foster early literacy and numeracy skills as children learn to recognise words and numbers. The choices for children are immense as they freely choose through exploration or by asking. However, there is scope to enhance the choices available for younger children or ones who have more difficulty in communicating. The childminder teaches children a range of other early mathematical skills during routine activities and play experiences throughout the morning. For example, children compare the size of hats that fit onto the small figures. The childminder encourages children to try different hats until the correct one fits. When making shakers, she talks about how the rice grains swell to four times the size when they

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who attend

are cooked. In addition, she encourages children to count the cherry stones at snack time. Consequently, children learn about number and size as a natural progression in their development. Children enjoy playing outside and have a wide variety of activities that support their learning through play. They persevere and manage to push the pedal on the tricycle, smiling with satisfaction as it moves. They enjoy splashing and playing in the water, and then express a desire to clean the baby doll. The childminder responds immediately and provides a cloth and soap to enhance the play opportunity. As result, children's imagination is fostered as they learn through representing real life and imaginary experiences.

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who attend

The childminder engages parents fully in their children's learning. She works in close partnership with them to ensure learning opportunities meet their individual needs. They are encouraged to contribute to observations from home in the daily communication book. In addition, they are positively encouraged to add comments to assessment records, working cooperatively to plan the next steps in their children's learning. Consequently, children settle well and thrive in the childminder's care.

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

The childminder places a great emphasis in helping children form strong and secure attachments. She is warm and caring, and provides physical and emotional support constantly. This provides a strong foundation for children to develop high levels of emotional well-being. She is passionate about ensuring children have positive first experiences in her care. She works closely with parents to ensure that they are settled-in gradually. Consequently, they are able to forge good attachments, become familiar, and feel comfortable in their new environment. As result, children increase in self-confidence and are ready to explore and learn further. The relationship between the childminder and children is close, warm and supportive. She treats them with respect and values all their contributions. For example, she displays children's work, allows time for children to choose, responds immediately to requests and provides explanations when necessary. In

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

addition, the childminder involves children in taking responsibility for small manageable tasks. For example, children are eager to help the childminder collect the items of fruit for their snack. They show confidence and self-assurance as they cut it up, talking and counting the cherry stones. Children's behaviour is exceptionally well managed. The childminder demonstrates a high level of understanding of the factors that influence behaviour. She works extremely closely with parents and children to support them in managing their feelings. For example, she provides activities, books, puppets and dolls to help them cope with their feelings and emotions through everyday play opportunities.

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

The childminder is highly skilled at supporting children to learn and develop within a warm and developmentally stimulating, playful and resourceful environment. She teaches children about healthy lifestyles as part of everyday routines. For example, children are taught about robust hygiene practices by reminding younger children to wash their hands to keep them free from germs. She provides well balanced nourishing meals and snacks and emphasises the importance of healthy eating. She does this through activities at home, by displaying posters, and attendance at the local children's centre. She involves children in the preparation of meals and snacks. Younger children are encouraged to look, feel and smell the vegetables, stimulating their senses as they learn. Older children help to peel and chop them, as they discuss the colours, textures and names. In addition, she discusses with children the importance of eating healthy food and how it gives their bodies

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

energy. She uses the analogy of putting fuel in the car to keep it running, therefore supporting children's understanding. The childminder teaches children about how keeping physically active supports muscle growth and development. Consequently, children learn in fun and imaginative ways, how to look after themselves and their bodies. The childminder plans and provides an abundance of opportunities to help children keep physically active. For example, children use balls to throw and kick, enhanced by the use of bats. In addition, she initiates singing games using all part of the body. Children enjoy going for walks to the park where they are challenged with a wider range of equipment, such as, climbing frames and balancing bars. As a result, experiences aid development through use of an extensive range of physical skills.

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

Children's safety and well-being is of paramount importance to the childminder. She assesses risks rigorously before taking children out, planning routes carefully so that children are safe. She teaches children to learn about hazards in the environment and to manage their own risk. For example, she reminds children to be careful of the stones in the cherries. She teaches children about road safety, explaining how to use the pedestrian crossing. Children listen carefully and respond when she tells them about the sun and the need to keep a hat on to protect themselves. Consequently, children learn the skills to keep themselves safe while functioning through everyday activities. The childminder works with children and parents exceedingly well to support children in preparation for transition to nursery or school. Her understanding of the importance of supporting children emotionally is exemplary. For example, she explains how she prepares them by teaching

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

them to be independent, self-confident and active learners. Furthermore, she encourages children to play and work together, negotiate with each other and sort out differences.

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provision

The childminder has an excellent knowledge and understanding of the Early Years Foundation Stage. She fully understands her responsibilities in keeping children safe and well cared for and children's safety is paramount. She ensures only authorised people have access to the children by requesting identification when visitors arrive and monitors this through rigorous documentary evidence. She is well trained in safeguarding and child protection procedures, demonstrating clearly, which procedures to follow, should she have any concerns about a child's welfare. Consequently, children are helped to be protected from harm or abuse. She has robust policies and procedures in place, which she shares with parents and reviews on a regular basis. As a result, she ensures safe and efficient management of her setting. Organised fire evacuation procedures are carried out frequently, and evaluated to ensure the highest safety measures are maintained.

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provision

Furthermore, they are managed to ensure all children take part, empowering them to participate in this important safety routine. The childminder is very well-organised and maintains a clean, safe, secure and homely environment which contributes to keeping children safe while in her care. Her first-aid training means she can attend quickly and efficiently to any minor accidents or emergencies that might occur.

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provision

The childminder has an excellent understanding of the learning and development requirements of the Early Years Foundation Stage. The rigorous tracking that she implements means that the monitoring of children's progress is highly effective. This is because planning is very flexible and meets children's individual interests. Consequently, play experiences evolve and naturally take children on to their next steps. As a result, children are constantly stimulated and eager to access the wide range of accessible resources and play experiences provided. Furthermore, they are extremely enthusiastic and motivated to learn as they display high levels of involvement and positive dispositions towards their learning. The childminder's work as a community childminder means she is proficient in working with children with special educational needs and/or disabilities. As a result, all children are supported extremely well in working towards the early learning

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provision

The childminder maintains close professional contacts with the local authority and other childminders. Through these contacts, she accesses a broad range of professional development opportunities and shares new ideas and initiatives. This contributes to her expansive knowledge and understanding of how children learn their patterns of play and behaviour, and child development. Consequently, children benefit from high quality experiences provided by the childminder. She continually reflects on her practice and is committed to improving her skills and her provision. She establishes clear priorities for improvement and sets these down in a clear and targeted development plan. In addition, she values any feedback from parents so that she can improve further. The childminder has extremely good relationships with parents. They are highly respected and valued as the childminder involves them fully in their children's learning experiences. She provides a

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provision

wealth of information and is extremely effective in communicating and liaising with regard to their child's needs. They keep each other informed about the children's welfare and regularly discuss their development. Parents and other professionals are extremely complimentary with regard to the service she provides. One parent comments on how much progress their child has made. Furthermore, she works in close partnership with parents when supporting children into school.

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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 307706 Local authority Lancashire Inspection number 867759 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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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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