Mulliner, Rebecca Jane

Inspection date

Previous inspection date 08/07/2014 11/12/2008

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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

 The childminder has a secure knowledge and understanding of the Early Years Foundation Stage and how children learn. Consequently, children make good progress because of the broad range of opportunities and activities that she provides.  The childminder has a good understanding of how to meet the safeguarding and welfare requirements and as a result, children are safe and well protected in the setting.  The childminder effectively promotes children's emotional well-being. As a result, strong attachments are formed and children are happy and confident in her care.  The childminder has developed very positive relationships with parents. As a result, children's needs are effectively met through continuity of care and learning.

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It is not yet outstanding because

 The childminder does not fully maximise opportunities in the outdoors to cover all areas of learning so that children can make independent choices and direct their own play.  Occasionally, the childminder does not fully support children to develop their own inventive ways of mixing and combining resources.

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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 viewed the premises where children play and talked with children throughout the morning.  The inspector conducted a joint observation with the childminder.

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Inspection activities

 The inspector viewed a number of testimonials from parents and took these into account.

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Inspection activities

 The inspector checked the suitability and qualifications of the childminder and took into account her self-evaluation form and development plan.

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Inspection activities

 The childminder looked at a wide range of documents including children's learning files, planning and assessments documents, a sample of policies, procedures and health and safety documents.

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Inspection activities

 The inspector discussed aspects of policy and practice with the childminder and observed her interactions as children played.

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Information about the setting

The childminder was registered in December 2004 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and one child aged nine years in a house in Slyne, near Lancaster. The whole of the ground floor and the enclosed garden are used for childminding. The family has four chickens. The childminder attends a toddler group and activities in the local area. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently six children on roll, all of whom are in the early years age range and attend for a variety of sessions. The childminding provision operates all year round from 7.30am to 5.30pm, Monday to Friday, except bank holidays and family holidays. The childminder receives funding for the provision of free education for two-, three- and four-year-old children. She supports children with special educational needs

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Information about the setting

and/or disabilities and is a community childminder offering respite care when needed. She is also a member of a local childminding network. The childminder has a National Vocational Qualification at level 3 in Children's Care, Learning and Development and 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:

 extend ways to further enhance learning experiences in the outdoor area in order to enrich children's learning through independent choice, for example, by including books, writing materials and construction items

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

 maximise opportunities for children to explore their own ideas and enhance their exploration and investigation skills through trial and error, for example, by allowing them to mix sand and water together.

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who attend

The childminder effectively observes children throughout their play. Initial assessments are completed when children first start, forming a baseline to assess ongoing progress. Subsequent assessments are regularly completed and show accurately and precisely how children are developing. As a result, children's progress is monitored well. This enables the childminder to support and challenge children further, so that they make good progress in relation to their starting points. The childminder has a good understanding of how children learn. Consequently, they gain the necessary skills in preparation for moving into school. She plans a broad and balanced range of activities and experiences to suit their individual needs and interests. However, on one occasion, the childminder misses an opportunity to allow children to experiment and explore their own ideas by mixing sand and water together. Children's learning journals provide an interesting and delightful account of their

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who attend

time with the childminder. They provide examples of work, observations and assessments of children's progress. Parents are able to view these regularly, which keep them well informed of their children's progress.

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who attend

Children are happy and confident with the childminder. She involves them in everyday routines and prepares them in advance for visitors arriving. As a result, they are supported effectively in developing the confidence to make new relationships. Children also show how they like to share their play experiences with others as they use the role play kitchen to make breakfast for all the adults. The childminder effectively promotes communication and language as she asks children to describe the food items on the plate. Children become excited as the childminder explains they are going to make puffed rice cakes. She explains each step clearly so that children understand what to do. The childminder differentiates the activity very well so that children remain engaged and motivated. For example, she gives older children the chocolate to break up and younger children marshmallows to explore. Children learn about hot and cold and the effects of heat on

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who attend

substances, as she explains the melting process. Children remain engaged and focused throughout the activity. They develop their hand and eye coordination as they concentrate on spooning the mixture into the cases. The childminder promotes early mathematics as she encouraged children to count the number of cakes made. The childminder demonstrates a good understanding of how talking about what children touch and see enhances the number of words they hear. For example, she encourages children to cup their hands together and smell the chocolate on their hands. New vocabulary is introduced, such as 'delicious' and 'scrumptious'. The indoor environment is well resourced for children to make independent choices. For example, she provides a good selection of books and stories to promote children's later development in literacy. Toys and equipment are easily accessible in labelled storage containers for children. Children enjoy playing

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who attend

outside. Their curiosity is ignited as they look inside the tent. The childminder teaches children about cause and effect as they sieve the sand, watching the patterns as it falls. They develop an understanding of the world as they collect the newly laid eggs from the chicken pen. However, there are fewer opportunities for children to look at books, and develop their own ideas using writing and construction materials. The childminder is experienced at supporting children with special educational needs and/or disabilities. Children make very good progress because she has high expectations and aspirations for them. She works extremely closely with parents and carers to plan targeted support to meet their individual needs and help them make good progress.

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who attend

The childminder has established good relationships with the parents and carers. She involves them fully from the outset by discussing policies and procedures and daily routines. They receive regular updates of their children's progress through daily chats, daily communication diaries and frequent opportunities to view their children's files. Furthermore, she sends home a planning newsletter so that parents know what topics and experiences their children are having. This means there is always a shared approach and continuity of care, learning and development. Parents are invited to make comments and discuss their children's progress at any time. Parents comment on the super progress their children have made, particularly concerning communication and language skills. They also comment on how the childminder supports them in advising on issues such as weaning, sleep and food habits and how she helped them manage things better at home.

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who attend

Consequently, partnerships with parents are strong.

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

The childminder provides a warm, friendly, child-orientated, welcoming environment. She works closely with parents to help children settle quickly and comfortably. Parents comment on how experienced, caring, comforting and reassuring the childminder was in helping their children to settle. Children demonstrate their close attachments with her as they vocalise confidently and share experiences throughout the morning. The childminder has a good knowledge about their routines and preferences, as well as any health related issues. Consequently, their emotional well-being is successfully supported. Children gain a sense of belonging because she is immediately responsive in recognising their needs for hunger and sleep. As a result, children are relaxed and develop self-assurance in their daily routines. The childminder is effective in promoting positive behaviour. She respects children's choices, helping them to feel valued. For example, when children choose not to

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

have their nappy changed, she gives them time to make their own decision. However, she continues to encourage them but without undue pressure, so that ultimately they are made more comfortable. Children are praised for small achievements and explanations given when they need help with their choices. Consequently, children's behaviour is consistently good.

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

The childminder teaches children to wash their hands after using the toilet, before eating, after feeding the chickens and playing outside. She is a good role model as she washes her own hands before snack and explains the importance and necessity. Consequently, children learn good hygiene habits from an early age. Children develop good, healthy eating habits because the childminder provides a variety of different fruit at snack time for children to choose and try. Parents are informed about the healthy eating policy, which helps them put together good, nutritious balanced lunch boxes, reinforcing the message for children. She encourages children to develop independence at meal times as they learn how to handle spoons and use their fingers to pick up food, extending their manipulative skills. She teaches children about the effects of food on their bodies by explaining clearly about the fibre in the bananas. This helps children develop an understanding of how their

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

bodies work. They get lots of opportunities to be physically active. She takes children to the local beach and parks where they benefit from the fresh air in a good range of environments. Young children demonstrate their fascination with footballs. The childminder provides lots of them of different sizes and colours. This gives children more opportunities to practise and extend their coordination skills, having fun as they learn. The childminder also provides bikes and vehicles, supporting children further in their physical development. Young children show perseverance as they try to climb onto the bikes. The childminder is vigilant, offers support and encouragement so that children manage the task themselves. All children explore the environment confidently and with self-assurance. They learn to negotiate the steps and experience the different surfaces. Children, therefore have frequent opportunities to learn about taking reasonable risks in physical

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

The childminder maintains a safe and secure environment. The premises are clean and well maintained and she is effective in teaching children the basic skills of how to keep themselves safe. The childminder has a very good understanding of the importance of effective transitions between home, different settings and onto school. She prepares children for any moves by talking with them and sharing books and stories. She liaises closely with parents to help identify any specific needs of children in preparation for moving onto school. In addition, daily trips to the school and attendance at events mean children gain a sense of familiarity in the preparation. As a result, children gain confidence, which helps make any moves seamless.

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provision

The childminder is fully trained in safeguarding and child protection. This means she has a good knowledge and understanding of how to protect children from harm or abuse. She completes thorough risk assessments in all areas where children play and regularly reviews them. Consequently, children are able to play confidently, secure in the knowledge that they are safe. The suitability of all adults living and working on the premises are checked through the Disclosure and Barring Service checks, which further helps to protect children. She keeps a record of all visitors, which helps safeguard herself and the children in her care. The childminder has a valid certificate in paediatric first aid. This means she is competent to deal with minor accidents and emergencies should the need arise. Policies and procedures are clear, easy to understand and shared with parents and carers. These underpin all aspects of children's welfare and well-being. All other

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provision

documentation, such as accident and medication records are completed in detail to support the safe and effective running of the setting.

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provision

The childminder has a good knowledge and understanding of the learning and development requirements. Assessments are completed thoroughly and shared with parents and carers. As a result, any identified gaps in children's learning are identified early and appropriate intervention sought if necessary. Consequently, monitoring of children's development is clear, precise and demonstrates the learning journey of the children while in her care. The childminder continuously reflects on her practice and her provision. She keeps up to date with training and values continuous professional development. She demonstrates how much she appreciates training, giving examples of how she has helped to improve outcomes for children, for example, in speech and language. Her development plan is clear and has targeted actions to work towards. Consequently, children benefit because of the good quality and ever improving environment. The childminder recognises the importance of regularly asking parents for

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provision

their views in order to further enhance the provision for children's welfare and learning. As a result, there is a collective approach to maintaining quality to the benefit of all children.

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provision

The childminder maintains a good support network of other childminders and professionals. Her membership of a local childminding group enables close partnership working and sharing of resources and ideas. As a result, children benefit because of the wider range of activities and experiences that are provided. In addition, she works closely with the local authority advisers who offer support and training on a regular basis. Her experience of working with multi-agency professionals contributes to meeting all children's needs including children with special educational needs and/or disabilities. Partnerships with parents are very strong and secure. Communication channels are effectively maintained through a variety of channels, such as daily chats and diaries, phone texts and calls and e-mails. The regular planning newsletter invites parents to contribute ideas and suggestions, helping them to feel further involved and valued.

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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 EY298226 Local authority Lancashire Inspection number 856466 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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