Childminder in Lancashire

Inspection date

Previous inspection date 07/07/2014 20/01/2009

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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 1 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Children are very happy and feel secure within the setting as strong relationships are formed with the childminder. She clearly knows the children and their individual routines very well as she responds to their needs effectively.  The childminder clearly understands how to successfully support children in their learning and development. She demonstrates effective teaching skills and organises creative experiences for children to enjoy. Consequently, children make good progress in their learning.  The childminder has a good understanding of safeguarding and welfare requirements, therefore, children's safety is effectively promoted. Children eat a good variety of healthy and nutritious meals, which benefit their health and well-being.  Parents are involved in their children's learning and they are kept well informed of their ongoing achievements. This cohesive approach makes a strong contribution to

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This provision is good

children's care, learning and development.

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It is not yet outstanding because

 Opportunities to further enhance younger children's good communication skills are not yet fully maximised.

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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 designated rooms and viewed the resources and equipment available to children.

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Inspection activities

 The inspector spoke with the childminder and her assistant at appropriate times during the inspection and while observing children.

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Inspection activities

 The inspector looked at a selection of documents, including children's records, children's record of development, policies and procedures.

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Information about the setting

The childminder was registered in 2004 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children, aged eight and ten years, in a house in Bacup. The whole of the ground floor, one first floor bedroom, bathroom and the garden are used for childminding. The family has a pet dog. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently three children on roll, all 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, Monday to Friday, except bank holidays and family holidays. 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:

 provide alternative activities that consolidate young children's communication skills, for example, by providing opportunities for children to practise and develop speech sounds and use repeated sounds and phrases.

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who attend

The childminder has a secure knowledge of how children learn and develop, which supports her and her assistant to meet children's needs. She understands the importance of working in partnership with parents and gathers comprehensive information about children's starting points, individual interests and needs. This helps children to settle happily in her care. The childminder provides a broad range of challenging, stimulating and interesting activities resulting in children making good progress across all areas of learning. She uses her good observation, assessment and identification of children's next steps for their learning, to inform plans for their future learning. The recent implementation of a computerised progress tracking programme for all children means that she is able to see at a glance where they are in their development and monitor their progress towards the early learning goals. This helps the childminder to plan effectively to

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who attend

progress children equally across all areas of learning. Children's starting points are obtained by the clear identification of what children can do; following a baseline assessment and initial discussion with parents. The progress check for children between the ages of two and three years is completed by the childminder through the recently implemented tracker. Consequently, any developmental gaps are addressed and attended to. The childminder has developed good skills, knowledge and understanding of the characteristics of effective teaching and learning. As a result, she fully extends children's learning as she sensitively joins in with their play. Equally, she knows when to stand back and allow children uninterrupted time to play and explore on their own. This means that children enjoy a good balance of adult-led and child-initiated activities throughout the day. Children are working within the developmental stages expected for their ages and are

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who attend

developing the skills needed to take the next steps in learning, including the transition to school. The childminder encourages parents to be involved in their children's learning. She makes effective use of her daily discussions with parents to talk about children's progress, how learning can be supported at home, and to ask them to share their own observations of their children's achievements. The recently implemented programme for observation, assessment and tracking of children, allows parents to access their child's folder and add their comments online. She understands the need to develop friendly relationships with staff in other early years settings in order to promote continuity of care.

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who attend

The childminder has a good knowledge of how to teach children and how they learn. The learning environment is very well resourced and inviting to all children to effectively promote their learning. This enables children to make independent choices in their play, follow their own interests and return to familiar resources to practise skills. The childminder manages the routine of the day to give children good opportunity to play at their own pace, in an unhurried and relaxed manner. As a result, children show deep levels of concentration; as they develop their own ideas and enjoy achieving what they set out to do. For example, they self-select the train track. They confidently indicate to the childminder for some assistance in putting the track together. Following the childminder's guidance they practise placing the pieces together, interacting with the childminder by naming the parts of the train. They later return to this activity to practise the skills they

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who attend

have learnt. Children snuggle next to the childminder and enjoy looking at familiar books identifying different animals and enjoy recalling the different animals they had seen.

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who attend

Children's communication and language skills are given a high priority. The childminder models language and provides children with lots of opportunities to use language for communication. For example, the childminder names many resources and asks open- ended questions which encourage children to think and practise their developing language skills. The childminder routinely extends children's vocabulary, introducing new words through everyday activities and experiences. Consequently, children are making good progress given their starting points. However, there are times when the childminder does not always fully encourage babies' sounds and babbling through continual repetition and using single words and sounds in play. As a result, babies' development in speaking skills is not extended as well as it could be. Children develop their physical skills as they take regular trips to the local park. Toys are easily accessed and space is well planned for

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who attend

children to move independently. The childminder supports children's understanding of numbers as she counts during everyday situations, for example, when assisting children to take off their shoes. Children are familiar with their routines and know when it is time for meals, nappy changing and play. Children become aware of people and communities as they attend local groups, shops and see other adults and children outside the home environment. These activities help children make good progress in preparation for school and the next steps in their learning.

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

Children benefit from a welcoming, well organised and clean environment. Their emotional well-being is supported and nurtured because the move between home and the setting is thoughtfully planned and well prepared. Children benefit from secure attachments with the childminder and her assistant, which provide an excellent foundation for their general well-being and developing independence. The caring, supportive and nurturing environment ensures all children feel valued, safe and secure. Consequently, children demonstrate a very strong sense of belonging as they move purposefully around, making informed choices about how and where they spend their time. Care needs and routines are fully discussed and agreed with parents prior to admission. As a result, children settle extremely quickly and benefit from consistent care that meets their individual needs. The childminder has excellent communication methods with parents to keep them fully

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

informed of their child's progress each day. For example, she communicates by telephone, text, verbal feedback and the newly implemented computer programme that allows parents to log on and see what activities their children have experienced.

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

Children's self-esteem is extremely high as the childminder continually praises their efforts and achievements. As a result, their emotional well-being is promoted exceptionally well and their confidence and self-esteem are further developed. Additionally, this superb quality intervention, combined with setting clear behaviour expectation, helps children to manage their feelings and behaviour in order for their learning to be enhanced. Children are learning to live healthily and their daily routine ensures there is plenty of exercise. They enjoy playing outdoors in the fresh air, making use of the local park and activity groups. Inside, the childminder organises an excellent range of age-appropriate play resources. The childminder supports younger children to develop independence skills and begin to manage their own personal needs by encouraging children to wash their hands before snack time. The childminder provides food and drink for children according to their

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

individual dietary requirements. Meals and snacks are healthy, such as, pasta, fresh fruit and water to drink.

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

The childminder and her assistant are excellent role models for children's behaviour as they are courteous and show children respect in all they say and do. The childminder's behaviour management strategies effectively help children to understand the behavioural expectations. The childminder acknowledges their achievements through frequent and meaningful praise and encouragement. The childminder teaches children how to look after themselves. She reminds them about how to play safely, such as putting away toys so they do not trip over. Resources, such as dressing-up costumes and books, help children to learn to value and appreciate the similarities between themselves and others. Children's personal, social and emotional development is particularly well fostered. This promotes children's confidence and their enthusiasm for learning, which helps ensure children are well prepared for their move into nursery or school.

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provision

The childminder has a good understanding of local safeguarding and child protection procedures. She fully understands her responsibilities and the procedures to follow if she should have any concerns. Consequently, the childminder effectively safeguards children. She makes sure all of the required documents that promote children's well-being are in place and are shared with parents. For example, the procedure for the safe administration of any medication required is well documented. Risk assessments are thorough for all areas indoors, outdoors and on outings, minimising any potential risks to children. The childminder has a clear understanding of the importance of working in partnership with parents, external agencies and other settings to ensure children's needs are met. She advocates that all parents should be involved in their children's learning.

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provision

The childminder fully understands the learning and development requirements of the Early Years Foundation Stage and ensures she is meeting her responsibilities in all areas. She evaluates and monitors planning and assessment procedures to ensure that she has a good knowledge of children's individual progress as they work towards the early learning goals. The childminder plans purposeful and developmentally appropriate activities, which challenge children and engage them in learning. As a result, children are happy and confident, independently accessing resources, initiating discussion and inviting adults to join them in their play.

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provision

The childminder has a strong commitment to developing and improving her service. She constantly monitors and evaluates children's experiences, learning and care by seeking the views of parents, children and her assistant. She and her assistant attend appropriate training to further develop their knowledge of early childhood. Parents receive good quality information. They are given details of the childminder's policies and procedures and these are available at all times for parents to access. The childminder takes into account the views of parents through daily feedback, questionnaires and the new computer programme. Continuity in children's learning is enhanced through the good links maintained with other providers, in order to identify all children's needs and help them to make progress.

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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 EY293185 Local authority Lancashire Inspection number 872920 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 3

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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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