Green Lara

Inspection date

Previous inspection date 31/07/2014 27/11/2013

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 The childminder follows basic safeguarding policies and procedures to protect children. For example, young children remain within her sight and hearing at all times and parent consent is always obtained, to agree changes in their child's care arrangements.  The childminder works in partnership with parents and other professional partners, to identify and support children's needs and ongoing progress. Consequently, children benefit from consistent and supportive care.  The childminder provides a suitable range of activities for all children. As a result, children play happily with each other and develop their imagination through role-play and active games.

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It is not yet good because

 The childminder has breached the Childcare Register requirements. She does not ensure that appropriate arrangements are made at all times for the supervision of older children.  The childminder does not always practice good hygiene procedures, with regard to the cleanliness of the premises and nappy changing arrangements. Consequently, children are not always appropriately protected from the spread of infection.  The childminder does not use self-evaluation as an effective tool to foster a culture of continuous improvement and ensure weaknesses are promptly identified and improved, for example, developing outdoor opportunities for babies and younger 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 home and discussed the childminder's observations of children's learning and development.

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Inspection activities

 The inspector held discussions with the childminder and spoke to a number of children present on the day of inspection, to obtain their views.

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Inspection activities

 The inspector looked at children's observation and assessment records and planning documentation, including early years summary reviews and progress checks for children aged between two to three years.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder and adult members of the household, and discussed her quality assurance and improvement plan.

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Inspection activities

 The inspector took account of the views of parents from verbal information provided by the childminder and from discussion with a parent who attended the inspection.

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Information about the setting

The childminder was registered in 2002 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two adult children in a house in Longton, Stoke-on-Trent. The whole of the ground floor, the bathroom and one bedroom on the first floor and the rear garden are used for childminding. The family has a rabbit and a dog as pets. The childminder takes children to local children's activity groups. She visits the shops and park on a regular basis. She collects children from local schools and pre-schools. There are currently 12 children on roll, four of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7.15am to 6.15pm, Monday to Friday, except for family holidays.

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must:

 ensure that care complies with requirements of health and safety legislation. For example, by improving hygiene procedures regarding nappy changing arrangements and by removing discarded stickers and objects from within young children's reach

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must:

 develop effective arrangements for reviewing practice to foster a culture of continuous improvement, so that children benefit from highly challenging learning experiences and so that their good health is maintained at all times.

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

 improve opportunities for babies and young children to interact with others and explore new situations outdoors.

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who attend

The childminder provides a suitable range of activities for the age range of children attending. For example, older boys and girls enjoy imaginative play in the garden. They use toys and equipment appropriately to play inventive games, such as action characters and making a den inside the trampoline net. Children explore different areas of the home in their self-chosen play and access a variety of toys of their own choosing, such as building blocks, art and craft materials, books and other pretend play toys. The childminder plans outings, which are of interest to the children, such as visits to the shops and forest park. This broadens children's experiences outside of the home. Babies and young children are mostly occupied in their routine events of the day and have some opportunities to discover the world around them. For example, young babies respond with excited body movements and gestures as they shake a rattle toy. They learn how to press

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who attend

buttons to activate lights and sounds on a mechanical toy, and jump up and down to make movements as they sit in a cosy baby chair. Children who are just learning to walk receive appropriate support to help them practise and develop new skills. For example, they learn how to pull themselves up by holding onto furniture. They are beginning to move freely between the living room and conservatory area, which develops their exploratory senses. However, the childminder does not always respond promptly to young children's growing interest in the outdoor environment. Consequently, these children do not always benefit from opportunities to interact with others and explore new situations outdoors.

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who attend

The childminder is beginning to develop useful assessment methods to monitor children's progress and next steps across the seven areas of learning. She recognises the importance of the prime areas of development and how these link to the specific areas over time. As a result, she is better informed of what children already know and can do. The childminder is beginning to use this information to guide and inform her plans, to better support children's individual learning needs. For example, pre-school children who show an interest in the world around them, such as discovering 'sunshine shadows', benefit from playing games with a battery operated torch. This helps them to develop their understanding of the world.

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who attend

The childminder works well, in partnership with parents and other professional partners, to identify and support children's ongoing progress. For example, when young children begin to toilet train, the childminder shares useful tips with parents about how best to support them through this important phase. In addition, she uses appropriate equipment, such as disposable dry liners, so that children can continue to develop their toileting skills when travelling in a car and on outings. The childminder helps school-age children to practise and develop their skills because she complements the learning that takes place in schools. For example, older children benefit from shopping trips and outings, which help them to use numbers for counting and to recognise colours and shapes in the environment. This promotes continuity in children's education and helps them to progress confidently to their next stage in learning.

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

The childminder follows some basic hygiene routines to ensure that the toys children play with are kept clean and floor surfaces are mopped daily. However, she does not protect children sufficiently well from the spread of infection. For example, she changes a child's soiled nappy in very close proximity to other children, who are eating their lunchtime meal in the same area of the room. Some areas of the home are not effectively cleaned to remove discarded stickers and objects from the reach of young children, particularly when children start to crawl and move across the floor. This compromises children's good health and safety. The childminder provides meals and drinks, which children enjoy and provide a reasonably nutritious diet. She offers children various fruit snacks and provides drinks regularly, to help quench their thirst. Most children benefit from regular fresh air and exercise daily to promote their physical health. Children sleep and rest when needed and

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

have an appropriate balance of active play. This promotes their healthy growth and development.

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

The childminder builds positive relationships with children and their parents, which helps children to feel happy, safe and confident. She takes time to get to know about each child, so that she is fully informed of their individual needs before they start to attend. This enables the childminder to support children's routine needs appropriately, taking account of any specialist care and/or any medical advice.

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

The childminder supervises young children appropriately to maintain their safety and routine care. For example, when a child is asleep upstairs, she listens out for any signs of concern and periodically goes upstairs to visually check that the child is safe. She ensures that sleeping children are not at risk from being disturbed by the cat. Older children generally remain within her sight and sound as they play. The childminder teaches young children how to safely negotiate hazards, such as the step leading from the living room to the conservatory, so that they can independently explore their surroundings. The childminder provides kind and sensitive support for all children in her care. She attends to their routine needs well to ensure they remain comfortable and settled. She promotes positive and respectful behaviour by demonstrating this in her own behaviour towards others. She involves older children in discussions about rules and boundaries, so that they

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

know what they can and cannot do. As a result, children newly attending, quickly build strong bonds and relationships with the childminder and other children. They confidently describe what they love about being at the childminder's and demonstrate kind and considerate behaviour towards each other. Consequently, children become socially confident, which helps them to happily transfer from their own home to the childminder's house and to other settings and school.

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provision

The inspection was prioritised following a concern being raised about the childminder's ability to safeguard the children in her home. The inspection found that the childminder left a minded child, in the later years age group, with a household member who is not registered as an assistant, whilst she attended an appointment outside of her home. As a result, she has breached the requirements of the Childcare Register. However, the childminder did obtain prior consent from one of the child's parents, for this very short- term care. In addition, the adult member of the household holds an appropriate suitability check and is known to the child as a family friend. The childminder remains directly responsible for early years age range children at all times. Consequently, young children are appropriately safeguarded. The childminder has an adequate understanding of safeguarding procedures, such as what to look for and who to contact if she has concerns

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provision

about a child's well-being. She holds basic information in her policies, to guide and inform her safeguarding practice. Appropriate suitability checks, regarding all adult members of the household, have been conducted by relevant agencies, such as the local authority and Ofsted. The childminder conducts some appropriate risk assessments of her home. For example, the garden is checked regularly to minimise risks or hazards and the family dog is kept in a separate enclosure, to ensure the outdoor play area remains clean. The childminder makes appropriate arrangements to transport early years children in a vehicle, to ensure they are safely transported on outings.

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provision

The childminder is developing an improved understanding of how to implement and deliver the educational programmes. For example, she uses educational resources, such as bright and interesting pictures and posters, to help children learn about the solar system and features of the body. The childminder displays charts which include numbers, shapes, colours and letters of the alphabet, to build on children's prior knowledge and learning. She recognises children's individual achievements and gives them positive praise and encouragement, to help them reach their next stage in learning. Consequently, children make steady progress towards the early learning goals.

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provision

The childminder is beginning to evaluate some aspects of her practice to bring about necessary improvements. For example, she provides safe access to the garden for older children, so that they can choose between indoor and outdoor play. However, she does not always reflect on the benefit of more frequent outdoor learning opportunities for babies and young children. Therefore, self-evaluation is not always used effectively to foster a culture of continuous improvement, so that all children benefit from enhanced opportunities to explore and interact with others. The childminder has adequately addressed most of the actions from the previous inspection. As a result, children's learning experiences have improved overall and parents are provided with better opportunities to build on and guide their children's development at home. The childminder is not currently caring for children requiring any medication, however, her medicine records show that she

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provision

now maintains appropriate and accurate documentation, in line with regulatory requirements. In addition, all other required records regarding children's safety and welfare continue to be maintained appropriately. However, the childminder has not fully addressed all previous issues regarding children's health and hygiene. Consequently, hygiene procedures remain ineffective for children, particularly with regard to the cleanliness of the premises and nappy changing arrangements. The childminder does not currently have children on roll with special educational needs and/or disabilities and who speak English as an additional language. However, through discussion, she demonstrates that she has appropriate procedures in place to support their needs and promote inclusion. The childminder builds positive relationships with other professional partners, such as other childminders, health visitors and teachers, so that children's all-round

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 be present on the premises at all times when childcare is provided, unless for a maximum of two hours per day a childminding assistant is present and the parents of the child have given their consent for the child to be left with the childminding assistant (compulsory part of the Childcare Register)  be present on the premises at all times when childcare is provided unless for a maximum of two hours per day a childminding assistant is present and the parents of the child have given their consent for the child to be left with the childminding assistant (voluntary part of the Childcare Register).

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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 EY102902 Local authority Stoke on Trent Inspection number 983945 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 12

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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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