Childminder in Lancashire

Inspection date

Previous inspection date 18/08/2014 22/04/2009

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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

 The childminder carefully considers children's interests and individual preferences when planning activities and outings. This means that children are eager to take part, thoroughly enjoy learning and therefore, make good progress.  The childminder has developed trusting partnerships with parents. They value the time she spends with their children and the information shared with them about their children's development and welfare.  The childminder fully understands her role and responsibility in keeping children safe. Well-written policies and procedures underpin her good practice. This ensures that children's welfare is protected at all times.  Children are happy, confident and secure in this homely environment because the childminder provides warm interactions and builds positive relationships with them.

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It is not yet outstanding because

 The childminder does not always make use of all opportunities to consistently use effective teaching methods, such as skilful questioning, to extend children's critical thinking skills.  Some resources are not always effectively organised to maximise opportunities for older children to make marks and practise their early writing skills.

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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 an activity planned by the childminder and discussed the aims and learning intentions with her.  The inspector looked at children's assessment records and planning documentation.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder and viewed her self-evaluation and improvement plan.

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Inspection activities

 The inspector took account of the views of parents provided through information included in the childminder's own parent survey and comments in their children's developmental records.

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Information about the setting

The childminder was registered in 1993 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband in a house in Clayton-le-Moors, Accrington. The whole of the ground floor and the rear garden is used for childminding. The family has one cat and fish as pets. 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 currently nine children on roll, five of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7.30am to 5.30pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association of Childcare and Early Years and has links with other childminders in the local area.

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

 make use of all opportunities to consistently use effective teaching methods, such as effective questioning techniques, in order to enhance children's critical thinking skills

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

 improve the organisation of the learning environment and resources to maximise opportunities for older children to practise their early writing skills.

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who attend

The childminder has a good understanding of how children learn and develop through high quality, play-based learning opportunities, so that they make good progress. She is currently looking after children before and after school as well as during the school holidays. Therefore, her focus is on complementing children's learning in a stimulating and homely environment, where they can play and relax. Children play exceptionally well together. They share and take turns under the childminder's positive support and guidance. Children chat together as they play, listening and showing interest in what others say. The childminder has good strategies in place to support children if they have delayed language acquisition, working closely with parents and carers to ensure that they make progress. The childminder identifies children's starting points by gathering information from parents when children first start. She continues to observe children and

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who attend

identifies their next steps to plan adult-led activities to support them in their learning. However, the organisation of some resources is not maximised, so that older children have rich opportunities to practise their early writing skills. Nonetheless, all children are acquiring the key skills they need in preparation for school.

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who attend

Children become active learners as they explore using their senses well. They enjoy the childminder's good interaction as she wears face masks to complement the story that they are reading. Children engage well through using visual props. As a result, they confidently use language and begin to introduce their own storyline and narrative with the masks and puppets. Children move freely around the environment and independently access a range of resources, which support their interests. Consequently, children are motivated and supported in their learning. Children enjoy hosting a tea party and talking about the different animals invited and the fruits on offer. However, on some occasions, the childminder misses opportunities to skilfully question children, to develop their critical thinking skills, to extend their learning even further.

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who attend

The childminder keeps parents well informed about their children's activities and progress through daily journals and regular discussions. She has successfully completed the progress check for children aged between two and three years and shared the information with parents. This joined-up approach to learning is helping children to make good developmental progress.

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

There is a relaxed and happy atmosphere within the setting because the childminder is approachable and friendly. Children have a trusting and caring relationship with her, promoting a sense of emotional security. The childminder tailors the settling-in process to meet each of the child's individual needs and parents' wishes. Consequently, this ensures a smooth transition between home and the childminder's home to effectively promote children's well-being. The childminder equally understands the importance of supporting children's move into other early years settings and the reception class in school. For example, the childminder takes children to the local children's centre and childminder's homes, which provides them with opportunities to socialise with other adults and children.

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

The childminder is a good role model, who puts the children's needs first. Children's behaviour is good and their actions show that they are aware of the setting's rules and behaviour boundaries. For example, children do not run around indoors and they use good manners with little or no prompting. Children develop a good awareness of safety procedures as they feature within the routine, particularly in the event of a fire. They regularly practise fire evacuation procedures and know what they should do if they hear the smoke alarm.

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

The childminder effectively teaches children about healthy lifestyles. They regularly go outside for active play in the garden and frequently visit the local park, developing their large muscles and physical skills while enjoying the fresh air. Children develop positive attitudes to healthy eating since the childminder offers nutritious snacks and meals, including a variety of fruits and encourages them to try new tastes. Good personal hygiene practices are reinforced through the everyday routine. For example, children know they need to wash their hands before eating and do this independently. They clearly understand that they wash their hands to prevent the spread of germs.

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provision

The childminder has made good progress since her last inspection. She has a clear understanding of the learning and development, and safeguarding and welfare requirements. Children play in a safe and secure environment. The childminder undertakes thorough and robust risk assessments of everything that children come into contact with at her home and on outings to ensure that they are safe. The childminder has a clear understanding of her legal responsibilities to implement the safeguarding and welfare requirements of the Early Years Foundations Stage, to ensure that children are safe and feel secure. She has a good knowledge of safeguarding issues and the procedures to follow to refer any concerns. Suitable checks are completed for all family members, who live on the premises. Detailed policies and procedures give a clear picture of the setting. The childminder shares them with parents and carers, so that they are aware of her

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provision

practice when caring for their children.

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provision

The childminder uses an effective self-evaluation process. This uses feedback from the local authority, other support networks and Ofsted to improve aspects of her practice. As a result, the childminder has addressed all the recommendations raised at the last inspection to promote good learning outcomes for all children. For example, she has improved the system for observation and assessment, in order to plan effectively for children's learning. The childminder places a strong focus on professional development by attending and refreshing training knowledge within the early years. Therefore, she further demonstrates a good capacity to making continuous improvements.

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provision

The childminder has established strong relationships with the parents. They provide positive feedback regarding children's care learning and their experiences with the childminder in questionnaires and children's progress reports. The childminder completes daily journals, which includes significant observations and information about children's care routines that keep parents informed about their child's well-being and helps them to feel part of their child's time at the setting. The childminder understands her role to work in partnership with other providers and schools, to ensure continuity for the children in their care, learning and play. Consequently, children are building a firm foundation for their future 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. 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 308105 Local authority Lancashire Inspection number 876828 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 9

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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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