Childminder in Lancashire

Inspection date

Previous inspection date 13/06/2014 27/07/2009

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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

 Children have good opportunities to make safe and independent choices in their play. As a result, they are happy, enthusiastic and motivated learners.  Children feel safe and behaviour is good. This is because the childminder develops warm, caring relationships with children and effectively supports their emotional well- being.  Partnerships with parents are effective as information is regularly shared to support the continuity in children's care and learning.  Children are effectively supported in gaining skills in communication and language and in their personal, social and emotional development. Consequently, children are making good progress in their learning.

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It is not yet outstanding because

 There is scope to further enhance the already good systems for the supervision of the childminder's assistants, to promote an even higher quality of teaching.

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Information about this inspection

Inspections of registered early years provision are:  scheduled at least once in every inspection cycle – the current cycle ends on 31 July

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage or where assessment of the provision identifies a need for early inspection  prioritised where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed activities in the indoor and outdoor learning environment.  The inspector conducted one joint observation with the childminder.

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Inspection activities

 The inspector spoke with the childminder and assistant throughout the inspection when appropriate.  The inspector looked at planning documentation and children's assessment records.

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Inspection activities

 The inspector checked evidence of training and sampled a selection of policies, documentation and children's records.

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Inspection activities

 The inspector took account of parents' and carers' views spoken to during the inspection.

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Information about the setting

The childminder was registered in 2002 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and children aged 14 years and 13 years in Heysham, Lancashire. The childminder is registered to work with two assistants. The downstairs area of the house, upstairs bathroom and enclosed rear garden are used for childminding. The family has a number of pets, including two dogs and a cat. The childminder attends a local toddler group and activities at the local library. She visits the local shops, cafes and parks on a regular basis and collects children from the local schools. There are currently nine children on roll, eight of whom are in the early years age range and they attend for a variety of sessions. The childminding provision operates all year round, from 7.45am to 5.30pm, Tuesday to Friday, except bank holidays and family holidays. The setting receives funding for the provision of free early education

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Information about the setting

for three- and four-year-old children. The childminder is a member of the local childminding network.

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

 enhance the already good systems for the supervision of the childminder's assistants, to promote an even higher quality of teaching.

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who attend

The quality of the teaching is good and children are supported in making good progress given their starting points. This is because the childminder accurately identifies children's skills and plans for the next steps in their learning and development effectively. An appropriate mix of continuous child-initiated and adult-led activities, both indoors and outside, enable children to develop their own ideas and interests. For example, children enjoy working together to make a den in the garden using a range of resources. They make decisions together on where to peg the star-patterned material and agree it needs to form the roof. Their decision making skills are enhanced by the effective questioning techniques used by the childminder as she asks 'Do you think it is high enough?' and 'What else do you need?' This teaching strategy supports children to develop problem- solving skills, to think critically and become motivated learners. Children's interests inform

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who attend

the planning of activities across all areas of learning. The childminder ensures relevant and stimulating resources are available for children to access independently to enhance their learning. For example, as one child plays with the small world animals they reminisce about visiting the seaside with their family and riding on a donkey. The childminder further supports this experience by displaying photographs of donkeys at the seaside. Children are making good progress in their communication skills. This is because the childminder and her assistant model effective use of language as they talk with children about their interests. For example, as a young child chooses to play with a toy bus on the kitchen floor, the childminder encourages their language development. She shows the child how to make it move and praises them when they attempt to repeat her 'ready, steady, go.' The childminder has received training in supporting early language

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who attend

development and uses this knowledge effectively to plan and deliver age-appropriate activities to children. Children demonstrate they are developing good physical skills as they use paint brushes, climb up and down steps in the garden and throw and catch balls. The childminder and her assistant offer support sensitively and appropriately. As a result, children are learning to make independent choices and have the key skills needed for their next stage in learning.

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who attend

Parents complete an 'All about Me' form, which gives the childminder useful information about children. This is complemented by early assessments, which the childminder makes in order to have a good understanding of what children know and can do. Flexible and effective settling-in procedures enable the childminder to gather a range of information from parents about the needs, abilities, interests, likes and dislikes of all children. The childminder recognises the importance of working in partnership with parents and this is a key strength. She keeps parents well-informed about their children's learning through a web-based system and daily verbal communications. Parents are invited to share learning from home and these are included in their children's learning journey profile. Comprehensive progress checks are shared with parents when appropriate and strategies are shared to ensure all children make at least good progress. Consequently, parents are

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who attend

fully involved in their child's learning and development. The childminder demonstrates a secure knowledge and understanding of the learning and development requirements of the Early Years Foundation Stage. She makes good use of her observations to assess children's current stages of development and to identify how they can be challenged to move on in their learning. For example, providing stimulating group activities to encourage children to engage in sharing and turn taking.

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

Children have developed secure attachments with the childminder and she warmly welcomes them into her home. As a result, children feel safe and valued in her care. Children form positive relationships with the childminder and her assistant and their self- esteem and confidence is growing because of the praise and encouragement they receive as they achieve in their efforts. The childminder and her assistant demonstrate an excellent knowledge of children, their interests and their routines. This supports children's well-being and in turn, has a positive impact on their learning. The childminder provides a flexible induction process, which means the individual needs of children are well met. Consequently, children settle quickly and are ready to learn from the earliest opportunity. Children behave well. The personal, social and emotional skills of children are developing successfully because the childminder provides activities to ensure they continue to make

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

progress in this important area of their learning. For example, she encourages children to share and take turns as they mix colours and paint flowers. A stimulating and well- resourced learning environment, both indoors and outside, promotes children's independence as they freely choose toys and activities from accessible, low-level storage.

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

Children learn to develop an awareness of health and safety through the daily routines, discussions and activities. For example, children help to prepare fruit at snack times and know they must wash their hands before eating. The childminder teaches children about keeping safe. For example, she reminds them about taking care when using knives to cut the fruit for snack. Consequently, children behave in ways that are safe for themselves and others. Younger children are given appropriate support when negotiating the stepped area outside. As a result, they gain confidence to move around freely.

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

Children are well-prepared for the next stage in their learning and development as the childminder supports them in moving on to school when the time comes. Parents are highly complimentary of the support they receive from the childminder, especially when supporting their children's emotional well-being during the settling-in period. They make positive comments in their children's learning journey profiles about the progress their children are making in their learning and development. Therefore, parents feel valued and included in their children's learning. Regular visits to toddler groups and outings to local attractions, such as local festivals and parks, means that children develop confidence in various social situations. Information is shared with other providers, including nurseries and toddler groups. Subsequently, the childminder is effective in promoting continuity of care and learning for each child.

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provision

The childminder demonstrates a very good understanding of her role and responsibilities in meeting the requirements of the Early Years Foundation Stage and in ensuring her home is effectively organised. Rigorous security procedures ensure the safety of children is highly prioritised throughout the day. There are robust systems in place to ensure that children are always cared for by suitable adults. For example, appropriate checks are made on adults who work as her assistants, to ensure that children are always cared for by suitable adults. Risk assessments are thorough and reviewed regularly, consequently, children are cared for in a safe environment. The front door is locked at all times and further safety measures are in place to prevent children gaining access to the upstairs area unsupervised.

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provision

The childminder has attended appropriate training, such as child protection, first aid and food hygiene. The childminder is effective in reflecting on the quality of her own practice, however, there is scope to further develop the supervision procedures to support her assistants in evaluating the quality of their teaching strategies. The childminder uses effective monitoring to measure the progress children make in their learning and development. The childminder's good knowledge of children's development means she has accurate information for assessments for the progress check for children between the ages of two and three years. The childminder demonstrates her awareness of the importance of working in partnership with parents, by encouraging them to share what they know about their child in relation to their ongoing learning and development. Parents comment on the positive learning experiences their children have enjoyed at the childminding provision. The childminder has

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provision

developed collaborative relationships with staff in other settings; ensuring children receive a consistent approach to their learning and 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 EY153195 Local authority Lancashire Inspection number 872442 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 9

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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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