Holland, Trina

Inspection date

Previous inspection date 28/07/2014 24/02/2009

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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

 Children's ongoing learning is supported because effective planning, observation and assessment systems are used well to shape future learning experiences and identify key areas for children's development.  Children show a strong attachment to the childminder. They are happy and emotionally secure in her care. They enjoy a range of engaging activities, which support their overall development well.  The childminder is well-organised. She ensures that policies and procedures are kept up to date and reviewed regularly, and uses an effective reflection process to monitor the quality of her practice. As a result, children's needs are consistently well met.  The childminder has a secure understanding of safeguarding procedures, which helps to protect children in her care.

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It is not yet outstanding because

 There is scope to enhance how some resources are organised in order to maximise children's opportunities for spontaneous play.  There is scope to maximise the already good partnership working with parents to further secure continuity of learning with children.

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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 main playroom and the outside learning environment.

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Inspection activities

 The inspector asked the childminder questions about her practice at appropriate times throughout the inspection.

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Inspection activities

 The inspector discussed the childminder's observation, assessment and the tracking process to monitor children's progress.

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Inspection activities

 The inspector checked evidence of suitability, viewed the safeguarding, risk assessments and complaints policies, and discussed self-evaluation.

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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 child aged 14 years in a terraced house in Padiham. The whole of the ground floor and the rear garden is used for childminding. The family has one 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 and collects children from the local schools and pre-schools. There are six currently children on roll, three of whom are in the early years age group and attend for a variety of sessions. She operates all year round, from 7am to 6.30pm, Monday to Friday, except bank holidays and the childminder's holidays.

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

 build on opportunities for children to engage in more spontaneous play, by providing an even better system for them to access toys and resources independently

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

 enhance children's progress further by finding strategies for all parents to contribute to their child's development and learning.

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who attend

Children are making good progress within their learning and development because they are provided with a range of activities that are suitable to their needs. The childminder has a good understanding of the learning and development requirements of the Early Years Foundation Stage. She is able to talk with confidence about children's starting points in learning and can evidence the progress that they make through an effective system of tracking and monitoring. The childminder provides settling-in sessions before children start, so that she becomes familiar with the child's individual needs and capabilities. The childminder then carries out focus observations, which accurately identify children's levels of development and next steps in learning. She uses this information to plan appropriate activities that reflect children's interests and learning requirements. However, there is scope to extend this by encouraging parents to share more information about their child's

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who attend

activities and achievements at home, so that the childminder can use this information to enhance the planning of further learning activities. This will ensure that children's wider experiences are respected and that they receive even greater continuity in their learning and development. The childminder uses good teaching strategies to support children's learning and development. Children are given time to explore and experiment with resources while being supported through good use of language. For example, during play the childminder uses effective role modelling of language and provides a narrative for what children are doing during a painting activity. The childminder speaks clearly to children at their level and gives them time to think and respond to any questions or comments. This supports children effectively with their emerging language acquisition. The childminder plans a balance of purposeful and spontaneous activities, which are linked to each area of

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who attend

learning. The regular provision of art and craft materials for children and displays of children's work show children enjoying a wide variety of creative activities. Children particularly enjoy using pots and pans with spoons as musical instruments, singing as they play. Children's understanding of number and mathematical concepts are promoted well through a good variety of visual and problem solving resources. They learn about mathematics in everyday lie as they measure and weigh ingredients to make their own bread. Children's imagination and role play is well supported with a range of props, such as, dolls, home areas and small world figures. The childminder effectively supports and promotes children's handling skills and coordination well. For example, a locks and bolts activity board outside allows children to practice skills, such as, pushing, pulling and sliding. This helps young children develop the hand and finger control they will need later

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who attend

on when beginning to attempt writing. The childminder interacts effectively in children's play, supporting and extending their learning. Furthermore, she appreciates when children are happy to play together without any adult interaction. Children have good opportunities to spend time outdoors in the fresh air. They are able to visit local parks daily and take walks in the woods, where they explore the natural world through their senses and the world around them. This supports children's all-round skills and their readiness for school effectively.

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who attend

The childminder provides verbal feedback to parents regarding what children have been doing each day and encourages them to complete questionnaires in order to help support her evaluative practice. The childminder is fully aware of her role in completing the progress check for children between the ages of two and three years. She has all the written information in place to show she clearly understands how young children are progressing. This enables her to demonstrate to parents how children are developing in the prime areas of learning.

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

Children are cared for in a homely and welcoming environment. There are warm and caring relationships evident between the childminder and children, ensuring that they feel valued and emotionally secure. They move around the childminder's home with confidence, demonstrating that they feel safe. Overall, children can select from a wide range of toys and resources that are set up to support their interests and learning. However, they cannot independently access some other toys that are out of reach or in cupboards. As a result, some of their spontaneous ideas for play are not always supported. The childminder takes children to local groups and soft play centres outside the home, to provide children with additional learning and development opportunities, as well as an opportunity to socialise with other children. This provides children with the opportunity to develop friendships and supports the development of their personal, social and

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

communication skills and helps to emotionally prepare them for the next stage in their learning, for example, when they start nursery or school. The childminder has a long established relationship with the local community, the school and pre-school that most children attend. As a result, children are introduced gradually to their new early years setting, ensuring that they are emotionally ready for the move.

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

Children are aware of the personal hygiene practices needed to protect their own health. They are reminded to wash their own hands before eating and after using the bathroom facilities. Children's dietary health is well promoted as they enjoy healthy snacks and foods. For example, they enjoy a fruit selection and sandwiches, which they are encouraged to make themselves. This enables children to develop the confidence and knowledge to make independent, healthy choices. They chat to each other and the childminder while eating, as they all sit together, which contributes well to their language and social learning. The childminder uses routine opportunities, such as, the school run, walks, trips and fire evacuation practices to teach children about road safety, and how to take managed risks and keep themselves safe. Children behave very well in the setting because the childminder is an effective role model. She provides clear guidance to children

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

about expected behaviour and reminds them to pick up their toys so that they do not hurt themselves or others.

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provision

The childminder has a secure understanding of her responsibilities for meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. She has a good knowledge of the child protection issues and keeps her practice up to date with regular training. This ensures that she can effectively protect children from harm. Written risk assessments for her home and outings, effective safety measures, daily checks and constant supervision of children, ensure that risks to children are minimised. Documentation is organised well, regularly reviewed and used effectively by the childminder to safeguard children and support their welfare.

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provision

The childminder demonstrates a positive approach to self-evaluation. She works closely with the early year's advisor to effectively monitor and evaluate her own practice. She has addressed the actions raised at her last inspection, resulting in increased knowledge and understanding of the Early Years Foundation Stage requirements and improved risk assessments. This has allowed her to implement clear tracking documentation, which enables the childminder to establish children's starting points. She also systematically monitors the progress children make over time. This ensures she has an accurate understanding of all children's skills and abilities. The childminder is committed to attending regular training to improve her practice. This demonstrates a positive attitude towards continuous improvement.

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provision

Partnerships with parents is good. The childminder establishes open, positive and trusting relationships with parents. She promotes regular, daily discussions with them to ensure children's individual needs are met and promote continuity of care. However, this good partnership would benefit from more varied opportunities for parents to contribute what they know about their children's learning because children's full range of experiences are not yet fully considered in planning. The childminder has a clear understanding of how to seek appropriate interventions and work in partnership with other professionals, should she have concerns regarding a child's individual learning, development and welfare needs. She works closely in partnership with other settings children attend, to ensure consistency in their learning and development and she understands the value of working with schools to aid children's transitions and to support them with their school learning.

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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 502056 Local authority Lancashire Inspection number 877181 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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