Childminder in Lancashire

Inspection date

Previous inspection date 25/06/2014 05/03/2010

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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

 Teaching is good because the chidminder has a good awareness of how children learn. She uses play and planned activities that engage children and build on their individual interests. This supports them to develop positive attitudes to learning.  Children thrive due to the kind and caring nature of the childminder. They are supported in their play and, consequently, are happy and keen learners in the safe and secure home.  The childminder's home is warm and welcoming. Arrangements for safeguarding children are effective because the policies and procedures are implemented well.  Partnerships with parents are strong. Parents are successfully involved in their children's learning, and they are kept fully informed of their ongoing achievements.

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It is not yet outstanding because

 There is room to further expand the choice of resources offered to children during activities, to extend their already very good independence and exploration 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 had a tour of the childminder's home used for childminding.  The inspector observed the childminder while she interacted with children.

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Inspection activities

 The inspector held detailed conversations with the childminder and looked at some of her childminding documents, including her childminding portfolio and the children's development records.  The inspector took into account the views of parents spoken to on the day.

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Inspection activities

 The inspector checked evidence of the suitability of the childminder and her self- evaluation document.

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Information about the setting

The childminder was registered in 2000 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and adult daughter, in a house in Accrington. The whole of the ground floor and the rear garden are used for childminding. The childminder attends a toddler group and activities at the local library. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently two children on roll, both of whom are in the early years age range and attend for a variety of sessions. The childminder operates all year round, from 7.30am to 5.30pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association of Childminding and Early Years.

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

 extend opportunities for children to have even more choice of resources during activities, so they can have even more independence and explore their own ideas.

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who attend

The childminder is knowledgeable about the requirements for the Early Years Foundation Stage, and fully understands the need to promote children's learning and development, through play and carefully planned activities. She gains valuable information about the children and their starting points, through meetings with their parents and during settling- in sessions. She gathers baseline assessments and records information about the chidren's interests, development and care needs. The childminder makes sure that the activities are developmentally appropriate, through effective use of observation and purposeful assessments. She uses this information well to plan individual next steps for children, promoting their future learning. The childminder tracks children's progress across all areas of learning. She uses this information to highlight any gaps in learning, and is well aware of appropriate procedures to seek additional support if required. The childminder has high

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who attend

expectations of children and, consequently, they are making good progress in all areas of learning.

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who attend

The chidminder plans interesting and challenging activities, supporting children's innate curiosity to investigate and be active learners. She skilfully uses opportunities to build children's confidence and introduce new vocabulary. For example, the childminder uses words, such as 'side', 'middle', and 'under' and 'over' to describe how to fix the trains and track together. The childminder extends language further as she makes train noises, such as 'choo choo'. As a result, younger children join in repeating her and remain engaged in the activity. The childminder follows the children's interests in transport, and uses this to motivate their learning and extend their understanding of mathematical concepts. For instance, when out in the community, she discusses the different road traffic signs with the children. Children confidently describe the different shapes and colours, and know what each sign means. Consequently, they feel valued and their learning needs are met.

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who attend

Creative resources such as paint, sand and water support children to be imaginative. However, there is scope for the childminder to provide even more choice of resources, allowing children to further develop their already good independence and exploratory skills. Children have good opportunities to develop their physical skills as they play in the garden. They ride on bicycles, climb up the slide and help the childminder with gardening tasks. Children are also taken on regular outings in the local community and to the nearby park. Children learn to develop their small muscle skills as they connect magnets, and confidently use crayons and pencils.

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who attend

The childminder compiles regular progress reports, which she shares with parents. The childminder is very aware of the requirement to complete the progress check for children aged between two and three years. Attractive, well presented learning journey records are highly informative, with photographs and written information about each child's experiences. The childminder shares these with parents, they understand they can view these at any time and add their own contributions. Daily diaries provide parents with information about their children's care, and highlight learning that has taken place that day. This provides an effective two-way exchange of information between the childminder and home. As a result, parents are fully informed about their children's learning.

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

The childminder works closely with parents to sensitively settle children into her care. She has meaningful initial discussions with parents, and uses her own observations to help her understand each child's likes, dislikes and routines. The childminder gets to know each child very well, enabling her to support them according to their individual needs. She is very warm, caring and attentive towards the children, and they develop positive and trusting relationships with her, which supports their emotional well-being. Children clearly feel happy and secure with the childminder, and remain comfortable and at ease when a visitor is at the home. There is lots of eye contact, and frequent exchanges of smiles and laughter between the childminder and the children. She interacts positively with them, sharing and extending their ideas. Through meaningful discussions she successfully supports them to make choices about their play.

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

The childminder is a good role model who puts children's needs and interests first, and is approachable and friendly. She encourages children to use good manners, and has clear and consistent boundaries for behaviour. When needed boundaries are reinforced positively, as a result, children behave well and learn to respect others. Children have access to a wide range of resources, both indoors and outdoors, which are safe, clean and age appropriate. These are well organised and accessible to children. The childminder fosters children's independence well. She encourages children to tidy away their toys, so they learn to keep themselves safe. In addition, she understands the importance of ensuring children are emotionally prepared for their move to school, and she has a clear understanding of how she will do this when the time arrives.

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

Children's good health is successfully supported by the childminder. She gives clear messages to the children about the importance of leading healthy lifestyles. For example, they regularly play outdoors in the fresh air, and visit the local parks and playing field to further promote children's understanding of physical exercise. Meals and snacks offered to children are healthy and nutritious, and children demonstrate their growing independence as they choose their favourite pieces of fruit. Children learn about good hygiene practices because they play and learn in a clean environment. Also, the childminder reminds and supports them to wash their hands before meals and after using the potty.

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provision

The childminder has a good knowledge of the safeguarding and welfare requirements, and children's safety is well promoted. She uses effective risk assessments for her home and for outings. This means that she minimises hazards and maintains a safe environment for children. This is supported by effective levels of supervision and appropriate use of safety equipment, such as stair gates and fire guards. The childminder maintains effective records for each child. She has completed safeguarding training, and she is aware of the signs and symptoms that would alert her to any child protection issues. In addition, she is confident about the action she would take, if she had a concern about a child in her care. This means she knows how to help protect children from potential harm. There is a clear safeguarding policy, which also provides guidance on the use of mobile phones and cameras. The childminder routinely checks the identification of visitors and keeps a written

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provision

record of them. She is aware of her responsibilities when administering medication and holds a valid first-aid certificate. She fully understands her role in protecting children. For example, all members of her family have had suitability checks carried out. The childminder's good documentation is well organised and easily accessible in a childminding portfolio, which underpins her practice well. This, together with a good range of policies and procedures, means that children are well protected.

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provision

Since her last inspection, the childminder has shown a dedicated approach towards improving her practice, and providing good quality care and education for all the children. She has a good knowledge of observation and assessment, and uses this well to plan effective educational programmes for all areas of learning. Children are motivated as they take part in meaningful learning experiences, tailored to their individual needs. The childminder monitors the curriculum, to ensure it is sufficiently challenging. She tracks children's development in all areas of learning, as they make progress towards the early learning goals. The childminder has attended training and demonstrates a desire to drive forward continuous improvement to the service she provides. She reflects on her own strengths and weaknesses, and seeks the views of parents, children and other professionals to support her practice. As a result, parents and children feel listened to. The

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provision

childminder is working closely with her local authority development worker to complete her childminding portfolio, and is making the necessary changes to her practice. For instance, she is in the process of updating all her policies and procedures, to better reflect her service. Consequently, she shows a capacity to improve her already good practice. The childminder has strong links with the local nursery and pre-school, which has a positive impact, to ensure consistency and continuity of children's care and learning needs. Partnerships with parents are very strong. The childminder takes time to get to know the families and keeps them fully informed about their children's day, by means of a daily diary, and regular communications at drop off and collection times. The childminder works closely with parents to ensure that the move from home to the setting is as effective as possible. She gains information from parents about children's starting points, which she

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provision

uses effectively in order to support children's individual needs. There are good systems in place to ensure that effective communication is an important ongoing process. This is used well to help parents to 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 individual needs, effectively promoting their health, safety and well-being. Written and verbal comments clearly demonstrate that parents are very happy with the care and education that the childminder offers their children.

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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 309170 Local authority Lancashire Inspection number 870674 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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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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