Hilton, Karen Elizabeth Ann

Inspection date

Previous inspection date 18/08/2014 06/02/2012

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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 provides a welcoming, stimulating and homely environment. She establishes warm and secure relationships with children, so they have a strong sense of security and belonging.  Effective teaching strategies are in place to help children develop and to support their physical, personal, social and emotional development. As a result, all children make good progress in all areas of learning.  Monitoring ensures that planning and assessment are consistent and precise to ensure appropriate interventions are sought for children to make good progress in their learning.  Safeguarding procedures are good and the childminder has a clear understanding of her responsibilities. This ensures that children's welfare is protected and they are kept safe.

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It is not yet outstanding because

 Some aspects of partnership working with parents are not fully robust to ensure the effective and timely communication of the next steps in children's learning, so that they fully benefit from a shared understanding and common approach to supporting their 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 compulsory part 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 childminder's playroom, kitchen and the garden.

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Inspection activities

 The inspector looked at a range of documents, including children's records, learning journals, planning documentation, written policies, training certificates and a selection of other documents.  The inspector conducted a joint observation with the childminder.

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Inspection activities

 The inspector checked evidence of the suitability of all adults living in the house and the childminder's qualifications and her self-evaluation form.  The inspector interacted with children throughout the inspection.

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Inspection activities

 The inspector took account of the written views of parents and carers and from information included in the childminder's own parent survey.

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Information about the setting

The childminder was registered in 2011 on the Early Years Register and the compulsory part of the Childcare Register. She lives with her partner and two children aged 13 years, in Ashton-on-Ribble, Preston. The childminder uses the whole of the ground floor and enclosed rear garden for childminding purposes. She regularly goes on local trips and to the local toddler group. There are currently four children on roll in the early years age range. The childminder supports children, who speak English as an additional language. She receives advice, support and training from the local authority.

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

 strengthen partnership working with parents, so that the next steps in children's learning are always shared with parents in a timely manner, to allow them to fully support children's learning at home.

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who attend

The childminder provides a very good range of well organised, developmentally appropriate resources and she effectively promotes all areas of learning and development, both inside and outdoors in the artificial grass covered play area. Consequently, children of all ages and abilities make good progress in their learning. For example, children develop communication and language skills as they show interest in familiar sounds and the childminder encourages them to repeat familiar words. Babies understand what is being said to them as they begin to point and gesture and use single words to communicate. This is because the childminder has a good understanding of the individual children's learning needs. Consequently, children who speak English as an additional language are making good progress in developing their communication skills.

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who attend

Children enjoy making marks and practising their early writing skills because the childminder provides a good range of resources for children and babies to explore. For example, babies use big egg-shaped crayons to put marks onto paper. Older children competently use pencils to form recognisable letters. This means that children are developing good early literacy skills. The childminder makes good use of opportunities to enhance children's mathematical skills in everyday routines. She models the use of positional language, such as 'are you in the den?' They count crayons and discuss which shapes are 'bigger' or 'smaller'. This means that children gain the key skills to support their future learning.

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who attend

The childminder has high expectations of all children based on accurate assessment and thorough understanding of each child as an individual. Each child has a detailed profile and record of learning, containing regular and precise assessments of children, which are used effectively to plan suitably challenging activities. She skilfully questions children during activities, in order to offer explanations and improve learning. Parents contribute to the initial assessments of children's starting points on entry. Also, they are kept informed of the range of activities children engage in. For example, there are photographs of children engaged in a variety of outdoor activities displayed in the setting. Parents are encouraged to support and share information about their children's learning and development at home and speak very positively about the childminder. However, the childminder does not always promptly share with parents, details of the planned next

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who attend

steps in children's learning, in order for parents to fully support their child's learning at home. Parents describe the very supportive homely environment, where children develop close bonds with all family members, which support their learning and development.

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

The childminder has very good systems for settling the children and responding to their individual needs. Children are well supported in their move from home to the childminder's home because she finds out very meaningful and useful information from parents about their child. She supports children to feel extremely secure and comfortable. There are superb, close relationships with children, the childminder and her family. This builds a solid foundation to develop children's personal, social and emotional skills. The childminder uses effective strategies and offers them gentle reminders to help children understand about acceptable behaviour. Consequently, children respond to appropriate boundaries with encouragement and support and behave well.

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

The childminder promotes children's independence and sense of responsibility through very good balance of child-initiated and adult-led experiences. Therefore, children fully engage in their activities and experience comprehensive, varied and imaginative learning opportunities both inside and outdoors. Relationships with parents are positive and make a good contribution to children's well-being. To help prepare children getting ready for attending pre-school or school, the childminder works closely with local schools and pre- schools and has devised very effective transition strategies in partnership with parents.

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

The childminder acts as a good role model, helping children to learn how to be healthy, such as washing their hands before lunch and positively promoting healthy foods and physical activity. Children are able to manage their own self-care appropriate to their age because the childminder provides good guidance and gives them time to complete tasks. Meals and snacks are healthy and nutritious, with a lovely variety of fresh fruit, chicken and salad items picked from the garden. This range gives children opportunities to try new tastes and encourages them to be interested in what they eat and to enjoy these occasions. Children enjoy playing outdoors and the childminder helps them to learn about keeping safe as they take small risks in their play as she effectively supervises them.

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provision

Safeguarding arrangements are good. The childminder understands her role in protecting children from harm and she is aware of what to do should she be concerned about their welfare. Therefore, children are kept safe. She is competent in the procedures to follow and who to contact in the event of any concerns about children or other adults in the home. Risk assessments are thorough and as a result, children are cared for in a safe environment. Documentation and records are well maintained and reviewed, which firmly underpins children's safety and welfare. The childminder accesses support, training and guidance from the local authority, which enables her to implement the requirements of the Early Years Foundation Stage with confidence. As a result, she has a very good understanding and has implemented systems to effectively monitor all children's skills, abilities and progress.

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provision

The childminder has a good understanding of how to further improve her practice. Parents and carers are extensively consulted as part of the well-documented self-evaluation process. The childminder has successfully addressed the recommendations raised at her last inspection. For example, she has further developed her risk assessments to help keep children safe and increase her range of resources to help them to gain awareness of diversity. The childminder has good systems in place to monitor children's progress. She effectively assesses children's individual needs well to ensure they are provided with the support to make progress in their learning and development.

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provision

The childminder has good links with parents and shares information with them about their children in different ways. For example, she talks to them on a daily basis and sends and receives text messages about particular 'wow' moments. Established links with local schools and pre-schools ensures that the transition process is successful. For example, she is in regular contact with the settings where children spend part of the time to ensure joint working and good communication, to effectively support them in all areas of their learning and development. Feedback from parents is overwhelmingly positive and describes the positive experiences for children at the setting. For example, 'she meets all of my child's needs', 'her home-cooked meals are obviously very tasty' and 'my child has a lovely bond with her and her lovely family'.

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The Childcare Register

The requirements for the compulsory 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 EY431848 Local authority Lancashire Inspection number 875975 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 4

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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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