Childminder in LancashireOfsted inspection, 13 Jun 2014

Inspection date

Previous inspection date 13/06/2014 12/12/2008

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early years provision

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

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This provision is good

 Teaching is good and children benefit from having access to a wide range of stimulating resources, which are relevant to their interests. Consequently, children make good progress given their starting points and are well prepared for their next stage in learning.  The childminder meets the individual needs of the children. Therefore, children benefit from having secure attachments, which promotes their emotional well-being.  Partnerships with parents are good. This enables the childminder and parents to share information to support children's development at the setting and at home.  The childminder promotes the health and safety of children very well and she has a good understanding of her responsibilities to safeguard children.

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It is not yet outstanding because

 There is room to extend children's independence and choice further during snack time sessions.  There are fewer opportunities for children to have to develop the use of mark making in the outdoor area, in order to fully support children's early literacy skills.

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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 with the children and entered into discussion with the childminder at appropriate times.  The inspector viewed all areas of the premises used by children.

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Inspection activities

 The inspector viewed all information provided, which included the children's observations and assessments, as well as other relevant documentation concerning the suitability of household members and the childminder's self-evaluation and improvement plans.

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Inspection activities

 Parents comments were taken into account on the day of the inspection from references received and completed surveys.

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Information about the setting

The childminder was registered in May 2001 on the Early Years Register and compulsory and voluntary parts of the Childcare Register. She lives with her two adult children, in Great Harwood, near Blackburn, Lancashire. The whole of the ground floor is used for childminding. Toilet facilities are available on the first floor. The garage has been converted into a dedicated playroom. The family has a dog and a cat as pets. Children have access to outdoor play in the rear garden and are taken to places of interest in the local community. For example, a local playgroup, pre-school and parks. There are currently eight children on roll, of whom four children are in the early years age range. The childminder operates all year round, from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder receives support from the local authority.

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

 extend children's independence and decision making further during snack time sessions, for example, by introducing a choice of foods, so children are supported to make healthy choices and develop an awareness of where food comes from

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

 develop the use of mark making in the outdoor area, in order to enhance children's literacy skills.

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who attend

The childminder is knowledgeable about the Early Years Foundation Stage and uses this well to support the children within her care. She plans activities that meet the specific interests and the developmental needs of children, which cater for their next stage of development. Consequently, children within her care learn well and they are making good levels of progress. All children that attend the setting have an individual learning journal. This provides information concerning children's progress and how the childminder supports each child individually while in her care. There is good supportive evidence, for example, the use of photographs is regularly used, which complements the observation and assessment process of the children. The childminder has a secure understanding of the importance of the progress check, which takes place between the ages of two and three years. She has completed in-depth assessments that support the prime areas of

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who attend

children's development well. This is effectively shared and discussed with parents by creating opportunities to involve parents well and to track and implement targeted strategies and interventions to support children's learning. As a result, children are gaining a wide range of skills in readiness for school when the time comes.

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who attend

The quality of teaching and learning is good. Children learn through a balance of child-led and adult-led opportunities and experiences. The childminder encourages frequent mark- making and plans activities that encourage children to draw and paint. These activities help children to develop the skills that they need in preparation for early writing. For example, children are encouraged to paint a 'rainbow', which is currently part of the planning for activity sessions due to the current change in weather. Children actively participate and seek enjoyment from making marks with paint using their fingers. This encourages children to 'have a go' and to develop a sense of imagination and sensory skills through full and relevant activities. However, there is room to develop mark making with children in the outdoor environment through a use of everyday and natural materials.

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who attend

The childminder makes good use of story time sessions with children. Children are engaged and interested and relish in enjoyment during these times. She uses this opportunity to build warm relationships and skilfully listens to the children as they take part in the sessions. The childminder asks questions that are purposeful and uses the opportunity well to reinforce effective language and communication skills, to which children are responsive. Consequently children are exposed to a rich language environment, which supports children's communication, language and literacy skills.

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

The childminder adopts a warm and caring environment and makes the children feel at ease, happy and relaxed. She supervises children well and is quick to respond to them when they need additional help and support. Children's health is supported well. The childminder encourages children to enjoy daily exercise and fresh air as they play outside in the garden or enjoy trips to facilities in the local community, such as the park, library and museums. Children of all ages skilfully develop a wide range of self-care skills as they confidently wash hands before mealtimes and after visiting the bathroom. They enjoy carrying out the process of washing hands as the childminder carefully supports them and encourages independence. Fresh drinking water and nutritious, well-balanced meals and snacks are offered and the childminder caters for children's dietary needs. However at times, children are not encouraged to have a choice of the snacks that are on offer. This,

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

therefore, misses opportunities to encourage children's independence further and to develop their confidence in making decisions that contribute to their understanding about a healthy balanced diet and a healthy lifestyle.

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

There is a stimulating, well-resourced and welcoming environment both indoors and outdoors. The childminder has the use of a variety of 'story sacks' that the children like to play with and become involved in. This supports the development of children of all ages, which are adapted to meet the individual needs of each child. The childminder develops her own resource packs that meet the individual needs of children's interests. She is aware of children's interests, needs, like and dislikes and adapts her practice well to meet these needs. Consequently, this supports children's all-round development and emotional well- being and provides a range of experiences that develop their independence and cooperation with one another. There is good communication between the parents and the childminder. There is effective two-way communication in place between the childminder and the parents. The childminder takes the time to hold discussions with the parents at the start and the end of

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

the day. She becomes positively involved in the care of children through the use of daily activities, routines and parental suggestions of what they like to be involved in. Consequently, parents are fully informed about how their child's needs have been met. Meaningful praise and individual encouragement is effectively used and as a result, children feel valued and supported. The childminder is a positive role model. Children have an understanding of the importance of positive behaviour through consistent rules and boundaries. For example, children are encouraged to say 'please' and 'thank you' and understand the importance of tidying away toys once they have been used. Children respect one another and consider the needs of others. The childminder regularly uses activities to support children's feelings and emotions. For example, children have devised an activity using paper plates and have drawn faces that display emotions. This home-

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

made activity is regularly used to demonstrate to the childminder and other children how they are feeling. Consequently, children form close and respectful relationships with one another from an early age and are well prepared for the next stage in their learning. The childminder provides good support to prepare children for their transitions, both within the setting and to other settings, such as playgroups and school.

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provision

The childminder has a good understanding of safeguarding children. She has completed full and relevant training with the local authority and carefully adopts this knowledge in her practice. The childminder has a policy and procedure in place to safeguard children and has a good understanding of the Local Safeguarding Children Board and who to contact should the need arise. Risk assessments are completed both indoors and outdoors to keep children safe. Risks are well managed and children are able to use the environment and take risks that are well supervised and managed. There is a clear evacuation procedure in place in the event of a fire. This is practiced on a monthly basis and is recorded. All children of all ages are fully involved in this. The childminder is aware the importance of this, in the event of an emergency. Consequently, children are safe and have an awareness of keeping themselves safe.

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provision

The childminder undertakes self-evaluative processes, which take into account the views of parents. Surveys are regularly given out to parents and the childminder takes time to view the feedback to identify areas of weakness. Parents are extremely complimentary and are happy about the care that their children receive. For example, there is evidence of parental testimonies, which identifies how the childminder has worked closely with parents to ensure that the transition period from home to setting has been as effective as possible. The childminder gains information from parents concerning the starting points of children through the gradual admissions process. There are good systems in place to ensure that effective communication is an important and ongoing process. This is used well to help parents understand about their children's progress and to develop a shared approach to children's care. As a result, children are well cared for in line with their

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provision

individual needs, which effectively promotes their health, safety and well-being.

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provision

There is good, consistent planning and assessment in place. All children's skills, abilities and progress levels are planned for and are met individually. For example, the childminder discusses how children's needs are planned for around their specific interests and experiences. Activities are clearly targeted and are developed to meet these needs. The childminder works well with external agencies and providers. The childminder has a strong relationship with the local schools and playgroups. She is efficient in collecting and exchanging information with parents concerning these services. As a result, children are well supported to make good progress in their overall development.

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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 502024 Local authority Lancashire Inspection number 869150 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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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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