Hudson, Kim

Inspection date

Previous inspection date 12/08/2014 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable 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

 Educational programmes have breadth and depth across the seven areas of learning. Therefore, children are motivated to learn and make good progress.  The childminder has very good knowledge of safeguarding children. Rigorous checks of the provision and a clear understanding of the possible indicators of abuse ensure that children are very well protected.  Partnerships with parents are effective. The childminder works closely with parents to ensure that all children's needs are met.  The childminder demonstrates a commitment to continuous improvement. Therefore, she prioritises improvements that benefit children the most.

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It is not yet outstanding because

 Opportunities for all parents to support and share information about their children's learning and development at home are not maximised to further extend children's good progress.

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Information about this inspection

Inspections of registered early years provision are:  scheduled at least once in every inspection cycle – the current cycle ends on 31 July

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage or where assessment of the provision identifies a need for early inspection  prioritised where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector had a tour of the childminder's home.  The inspector observed the childminder while she interacted with the children.

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Inspection activities

 The inspector looked at some paperwork, including the childminder's policies and procedures, risk assessments and the children's development records.

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Inspection activities

 The inspector checked evidence of the childminder's qualifications and suitability of adult household members.

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Information about the setting

The childminder was registered in 2012 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three children aged 16, 13 and five years in a house in Burnley, Lancashire, close to shops, parks, schools and public transport links. The whole of the ground floor and the rear garden are used for childminding. The family has a cat as a pet. 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 is able to collect children from the local schools and pre-schools. There are currently five 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 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays.

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

 enhance the opportunities for all parents to share information about their child's learning at home and use this information, to further develop activity planning to maximise children's progress in their learning.

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who attend

The childminder is committed to her role and has a good understanding of the learning and development requirements of the Early Years Foundation Stage. She provides children with a good range of fun and challenging activities that cover all areas of learning. She works closely with parents from the start, to support children's learning. She gathers initial information from parents, about what their children are interested in and what they like to do at home. This is combined with initial observations, to identify children's starting points. The childminder has carried out progress checks for children aged between two and three years. This helps to ensure that any gaps in children's learning are identified. She also uses available published guidance to track children's progress over time.

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who attend

The childminder clearly knows the children well and this is combined with effective teaching, to support their individual learning needs. She supports children's communication skills well, as she carefully engages in their play. For example, she sits with children and reads their favourite stories and sings their favourite songs. She extends their play by asking lots of open-ended questions and encouraging them to try to do things for themselves. The childminder skilfully builds on children's interests during activities. For instance, when playing with play dough, she supports children to count out objects and provides them with resources, such as cutters and rollers. Children's language is further extended, as she introduces colours and shapes and discusses mathematical concepts, such as size. Children have a good opportunity to develop their physical skills, both inside and outside of the home. For example, they choose when to access the

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who attend

outdoors, where they can safely climb, ride bicycles and run around. Inside the home, they enjoy a range of activities, to develop their hand-to-eye coordination and support their creative skills, such as using chalks and crayons. Younger children clearly enjoy playing with older children and this helps them to develop their personal, social and emotional development. Consequently, they are well prepared for the next stage in their learning, such as nursery or school.

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who attend

Overall, partnerships with parents are good. The children's learning journal records are well documented and include observations of children engaging in a wide range of enjoyable activities. These are shared with parents, so they are kept informed of their children's progress. Parents comment that, 'children receive a wide range of fun and interesting activities each day' and that they are happy with the care provided by the childminder. However, there is scope to build on strategies, to strengthen parents' involvement in their children's learning. For example, by obtaining more detailed information from parents, about what children have been learning and achieving at home, so this can be used to inform future planning.

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

Children are happy and settled, which helps them to form very positive relationships and secure attachments with the childminder and her family. The childminder creates a warm, welcoming and stimulating environment for the children, which supports their emotional well-being. There are good settling-in arrangements and the childminder works closely with parents during this time, to share significant information about the children. As a result, children are well supported when they first start to attend, as the childminder provides them with familiar and consistent routines. Children display confidence in their surroundings and they are eager to play and learn in this vibrant home. The childminder sits with children as they play and shows a genuine interest in what they are doing. She is attentive towards their needs and children are happy to approach her for cuddles and reassurance.

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

Children have access to a clean and well-organised environment. The playroom and dining room are set out, so children can be independent and access a wide range of toys and resources that are clearly labelled and easily accessible to them. These include resources that reflect positive images of difference and diversity. Photographic displays of children engaged in different activities, are attractively presented on the playroom walls. This helps children to develop a sense of belonging and promotes their self-esteem. Children learn to play together, with the childminder encouraging them to share and take turns. The childminder sets a good example to children and acts as a good role model by managing behaviour effectively, according to children's age and stage of development. As a result, children behave very well and understand the childminder's clear boundaries and expectations. For example, they wait for her before entering the outdoor area.

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

The childminder promotes children's health and well-being. She takes the children out everyday, enabling them to be physically active and benefit from fresh air. In the garden, they learn about living things, as they help the childminder with gardening tasks and grow their own sunflowers. Information about children's dietary needs is requested when they first start and it is regularly updated. The childminder provides children with a good variety of balanced and nutritious meals and snacks, to develop their understanding of a healthy diet and lifestyle. Additionally, their independence is promoted as they are involved in daily tasks, such as preparing the snack and helping to set the table. Through the childminder's gentle reminders, children gain a good understanding of health and personal care issues, such as washing their hands before meals and after using the toilet. Children learn to act in a safe manner. For example, the childminder involves them in

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

regular fire evacuation practises and she talks to them about road safety on outings. Alongside this, they learn to tidy away their toys and to sit at the table properly and use good manners. As a result, children's social skills are extended.

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provision

The childminder has a good understanding of the safeguarding and welfare requirements. A wide range of written policies and procedures are implemented successfully, which helps to safeguard children. Risk assessments are completed for the indoor and outdoor environment, to ensure that they are safe for children. The required checks have been completed for all adults living at the home, to ensure they are suitable. All records are well organised in her childminding portfolio and all parental permissions are in place. The childminder has attended training in safeguarding and first aid. As a result, children are well protected in the setting.

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provision

The childminder monitors and evaluates the educational programmes, to ensure that all areas of learning are covered through enjoyable activities for the children. Self-evaluation is effective and the childminder can identify her strengths and future development. She works closely with the local authority team, welcoming and valuing their support. As well as attending regular short courses, the childminder is also using the knowledge gained from her level 3 early years qualification, to help her guide and support children's learning. This also demonstrates her commitment to continuous improvement of her setting and providing better outcomes for the children, who attend.

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provision

Partnerships with parents are good. The childminder shares information about their child's day with them verbally, as well as providing daily diaries detailing their day. The childminder fully understands the importance of sharing information, working in partnership with other providers, professionals and the local nurseries and schools, to meet the individual needs of children. For example, she discusses strategies with practitioners, to help support children in her care with specific learning needs. As a result, children make good progress in their learning. The childminder has significantly improved her practice since registration. For example, she has gained her early years qualification at level 3 and by being reflective in all areas of her practice with support from her local childminder support worker. Consequently, she demonstrates a desire to strive for continual improvement, now and in the future.

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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. We re-inspect nurseries and pre-schools judged as requires improvement within 12 months of the date of 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

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Grade Judgement Description

is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met There were no children present at the time of the inspection. The inspection judgement is that the provider continues to meet the requirements for registration. Not met There were no children present at the time of the inspection. 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 EY454418 Local authority Lancashire Inspection number 911332 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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Name of provider

Date of previous inspection not applicable

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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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