Childminder in Lancashire

Inspection date

Previous inspection date 19/06/2014 18/09/2009

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early years provision

This inspection: 2 Previous inspection: 3 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 quality of teaching is good. The childminder has a good understanding of the learning and development requirements of the Early Years Foundation Stage. As a result, children engage in a wide range of interesting and stimulating activities, which meet their individual needs and interests and contribute to their continued good progress.  Children settle easily due to the close bond and secure relationship established with this kind and caring childminder. They are happy and contented because they are supported well and play in a safe, secure environment.  Partnerships with parents are good. This is because the childminder is committed to working together with them to ensure children's individual needs are well met and there is continuity of care and learning for all children.  The childminder is clear about her role and responsibility for safeguarding and protecting children and regularly refreshes her knowledge. There are robust

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This provision is good

safeguarding and child protection procedures in place. Therefore, children are kept safe from any potential abuse or harm.

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It is not yet outstanding because

 There is scope to improve the outdoor area to provide further opportunities for children to explore and investigate living things and learn more about the world around them.  There is scope to make available more words, signs and symbols around the setting, to support children's 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 children playing in the ground floor rooms and outdoor area and spoke to the childminder and children at appropriate opportunities.  The inspector discussed an observed activity with the childminder.

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Inspection activities

 The inspector reviewed children's assessment records, the planning documentation, and the systems for the monitoring of children's progress.

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Inspection activities

 The inspector checked evidence of suitability and qualifications, the policies and procedures for the setting and the documented self-evaluation systems that support the service.

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Inspection activities

 The inspector took account of the views of parents from information included in the childminder's own parents' survey.

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Information about the setting

The childminder was registered in 2009 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband in a house in Carleton, Lancashire. The dining room, conservatory/playroom and a downstairs toilet/shower room are used for childminding and the secure rear garden is used for outdoor play. The family has one dog as a pet, which is kept away from the children. The childminder attends a toddler group and a local park on a regular basis. She collects children from the local school and playgroup. There are currently four children on roll, all of whom are in the early years age group and attend for a variety of sessions. The childminding provision operates all year round from 7.45am to 5.30pm, 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:

 enhance children's awareness and understanding of the world around them through the provision of more opportunities for children to explore and investigate living things, for example, using magnifying glasses and bugging pots

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

 develop the educational programmes for children's literacy development further, for example, by providing more print, signs and symbols around the setting.

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who attend

The childminder has a good understanding of the Early Years Foundation Stage. She is fully competent in meeting the learning and development requirements and this is reflected in her practice. Children make good progress because the quality of teaching is good. The childminder makes regular assessments of children's progress and plans activities to meet their individual learning needs and interests. The childminder makes good use of the progress check completed for children between the ages of two and three years to plan for the next steps in children's learning and to make sure that any early intervention needs are identified. Children's starting points are noted through discussions with parents through initial 'All about me' records, and are used to supplement the childminder's planning. For example, the childminder makes links to a favourite story book about a butterfly when children make shapes in the play dough. Children show they are

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who attend

keen to learn, asking questions and persisting at their chosen activities, such as concentrating as they build a line of blocks to make a bus. Children's learning journals and tracking documents cover all the areas of learning. The childminder uses these to support children's next steps in learning. The childminder observes the children in her care and takes photographs to enable her to highlight achievements and milestones. In addition, she provides resources and activities to promote children's learning, especially regarding communication and language development. As a result, children make good progress in relation to their starting points. Children's development records are shared with parents and together they discuss ways of scaffolding children's learning both at the setting and at home.

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who attend

The childminder provides appropriate resources and play opportunities for the children in her care. These are accessible to the children at all times as they are stored on the floor and low-level furniture. She knows her children well and therefore uses their interests effectively to support their learning. For example, she has identified that children enjoy tactile, sensory experiences so introduces a selection of pasta shapes to paint. The childminder introduces conversations with the children about an imminent trip abroad, and invites them to talk about who will be going on holiday. This helps develop children's awareness of themselves and familiar people, and to discuss significant events. Children respond to questioning and conversations with enthusiasm as their language skills develop well. The childminder introduces new words to extend language in natural conversation and gives children plenty of time to respond so they are not rushed. She uses open

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who attend

questions to help children to develop problem solving and thinking skills. The childminder repeats children's phrases so they know they are understood and listened to, and as a result, they develop good listening and attention skills. Children thrive on the attention they receive and enjoy a cuddle on the sofa as the childminder reads a story book. There is a good range of books and there are colourful alphabetical and numerical posters and pictures on the wall to promote literacy and mathematical development. However, there is scope to further develop the use of words, signs and symbols around the setting so children learn to recognise print has a meaning, to help their early literacy development. Mathematical concepts of counting and space, shape and measure are used by the childminder during the play dough activity and finger puppet play. This helps children to develop good skills during practical play activities. Children have access to mark making

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who attend

activities indoors and out, and they are supported by the childminder to develop a good pincer grip to help develop hand-writing skills. Further resources are deployed for children to develop fine motor skills, for example, jigsaws, threading, dried pasta shapes, and during meal times children independently use a spoon and fork. These fine motor and manipulation skills help children develop the necessary skills in readiness for their future transition to nursery and school.

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who attend

Children have daily access to the rear decking area with lots of space to move around safely and practise their gross motor physical skills. They enjoy ball games which help them learn to take turns and practice hand-eye coordination. Children feed the visiting ducks and birds and plant seeds and watch them grow. However, there is scope to further develop children's curiosity in the natural world with magnifying glasses and bugging pots. Children visit the local playgroup, helping develop their confidence in interacting with their peers in larger groups.

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

Children enjoy their time with the childminder. They form good relationships with her and with each other because she shows a genuine interest and supports their social and behaviour skills well. Children are offered lots of praise and positive comments for trying new skills and turn taking, which develops their self-esteem, and encourages self- motivation and good behaviour. The childminder is a good role model who uses calm, sensitive interactions and clear explanations. Children show in their behaviour that they feel secure and safe with her. They ask for support when needed and invite the childminder to join in with their play. Children are confident and happy because their emotional needs are well met. They feel secure with familiar routines as she talks to children about the plans for the day, for example, who will be collecting them at school later. Children are supported with the transition into the setting as the childminder works

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

closely with parents. As a consequence, children settle in quickly. Children learn to manage their self-care and needs well because the childminder encourages them to try things for themselves. For example, children go to the toilet themselves, and ask for help when needed. Children learn about hygiene as they wash their hands independently, and are reminded that they will wash away the germs. Children's contributions to their own care helps them to develop their confidence and strong self-esteem, and prepares them well for their transition into nursery and school.

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

Children learn to understand risks and how to keep themselves safe with physical challenges in the garden and at parks. They enjoy the stimulating indoor environment with a wide range of tools and resources from which they have free access to. Children learn healthy habits as they have a choice of healthy, homemade food, and they talk about how food helps them grow big and strong.

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provision

The childminder has a good understanding of her responsibilities in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. She manages risks to children's safety and supervises them closely to keep them safe. The childminder has completed safeguarding training and is fully aware of the potential signs and symptoms of abuse, which would alert her to notify the local authorities. Children's safety is assured through the provision of detailed risk assessments, and visitors are never left unattended. The childminder ensures that the setting is uncluttered, clean and well maintained. She has a good understanding of her responsibility in meeting the learning and development requirements of the Early Years Foundation Stage. Children are offered a good range of age-appropriate and challenging play experiences that encourage their development. The childminders makes sure that all the areas of learning are covered in

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provision

her planning and the children's next steps in learning are identified and shared with parents. As a result, the childminder effectively monitors and tracks children's all round development and continued progress. Partnerships with parents are good. The childminder works closely with parents to ensure that all children's individual emotional, care and learning needs are consistently met. She provides a warm and welcoming atmosphere where parents are encouraged to share information about children's development, interests and activities they have enjoyed. Parents make very positive comments in the childminder's own survey. For example, they value sharing ideas for how to help children's learning at home. Parents also praise the childminder for assisting them with their children's toilet training. As a result, children develop self-care skills as they are given consistent support. Further opportunities are generated for parents to write down their

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provision

The childminder maintains a detailed set of policies and procedures, including a clear safeguarding policy, which provides guidance about the allegations procedures and the use of mobile phones and cameras. This helps parents to be completely aware of the regulations and the services provided. The childminder understands the importance of working in partnership with other early years providers and has forged strong links with the other settings that children may also attend. As a result, she maintains continuity of care and learning and supports children with their transitions onto other settings. The childminder evaluates her practice and reflects on how to plan to further develop children's skills. For example, she offers children cutlery to use safely in the malleable area for them to gain confidence using knives at mealtimes. The childminder is aware of her own strengths and areas she wishes to further improve on. For example, she has recently

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provision

improved the effectiveness and quality of written records that she uses to ensure that the requirements are well met. The childminder also works with the local childminding development worker for additional support in maintaining her good service for the children and their families. The childminder is knowledgeable about how children learn and understands the importance of keeping her own professional development and training up to date. For example, the childminder has a sound knowledge of the procedures to follow after recently undertaking the Lancashire Common Assessment Framework training. This means that children and families will be offered a co-ordinated plan of early support when needed, to make sure every child has the best possible chance to reach their full potential.

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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 307870 Local authority Lancashire Inspection number 876818 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

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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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