Childminder in Lancashire

Inspection date

Previous inspection date 01/09/2014 14/05/2009

p.1

early years provision

This inspection: 2 Previous inspection: 2 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

p.1

This provision is good

 Children settle in well due to the close bonds and secure relationships established with the childminder from the start of their time at the setting. They are happy and confident because they are supported well in their play in a safe and stimulating learning environment.  Children's learning is promoted well. As a result, children demonstrate an eagerness to try new things and are developing a good range of skills and attitudes that promote future learning.  Children are kept safe from harm because the childminder manages risks and protects children's health and safety.  Good partnerships with parents ensure they are fully engaged in their children's learning in the setting and at home. Their contributions are valued and significantly contribute to the planning and assessment of their children.

p.1

It is not yet outstanding because

 The childminder does not always give children time to think and develop their own ideas when he asks questions. This means that children are not always given the time to think critically and extend their creativity.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector observed activities in the childminder's house and talked with the childminder.  The inspector viewed the areas of the premises and garden used for childminding.

p.2

Inspection activities

 The inspector looked at children's assessment records, planning documentation, evidence of suitability of household members, and a range of other documentation, including the safeguarding procedures.

p.2

Inspection activities

 The inspector took account of the views of parents, spoken to on the day and as recorded in written questionnaires and reference letters.  The inspector reviewed the provider's self-evaluation form.

p.2

Information about the setting

The childminder was registered in 2008 and is on the Early Years Register and the compulsory part of the Childcare Register. He lives with his wife who is also a registered childminder, in the Kirkham are of Lancashire. Children have access to the whole of the ground floor, except the front lounge and there are outdoor play areas used for childminding. The childminder attends toddler groups with the children. There are currently four children on roll, all of whom are in the early years age group and attend for a variety of sessions. He operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays.

p.3

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

 allow children more time to respond to questions, extending further the opportunities for children to think critically, predict and explore what they are doing, to improve their learning.

p.3

who attend

Children are offered opportunities to learn in playful, active and creative ways across all seven areas of learning. Observations and assessments are used to identify children's next steps for learning, inform planning and therefore, support children's progress. The childminder plans a broad range of good quality resources and experiences to reflect children's wide-ranging and varied interests. For example, he provides toy dinosaurs and plans trips to the zoo for the children to see the life-sized dinosaur models. As a result, children are given opportunities to learn and play in their own different ways. A good mix of adult-led and child-initiated activities ensure children remain interested and motivated to learn. Toys and resources are stored to enable children to access them freely and children are encouraged to tidy away their toys once finished. As a result, children develop good independence skills. The childminder has made very good use of the outdoors by

p.3

who attend

utilising three separate play areas. These include a large patio area and a lawned area with a 'cosy cottage' designed for children to talk, read stories together and use their imaginations in the role-play area. There is a separate area with a mud kitchen which is well resourced with a sink including a running tap water, a cooker and a range of baking equipment. As a result, children show a deeper understanding as they make links and recreate experiences as they mix together different materials and practice, repeat and apply their skills. Children are provided with good levels of challenge, which means that they make good progress towards the early learning goals.

p.3

who attend

The childminder teaches children the early stages of mathematics as children play and during routines. For example, they sing counting songs, choose different coloured cups and plates and find different sizes of train track to fit together. At times, he extends play further and sets children tasks to support their problem solving skills. For example, as he asks children what materials they need to mix their cakes and whether they have made enough cakes for everyone. However, the childminder does not always allow children time to think when he asks questions to help them discover connections and enhance their ability to think critically and find out different ways of doing things. The childminder interprets children's actions and words to enable him to understand children's thinking and learning. He provides good models of language as he offers a running commentary while children play. He repeats words and phrases, and extends their vocabulary as he teaches

p.3

who attend

them to use new words, as they sing songs and share books. Consequently, children show confidence as they develop their language skills for talking and communication. The childminder offers a good range of books for children to choose from and are planned around their interests. The childminder gives children plenty of time to continue their play ideas. As a result, children develop good concentration and show persistence. They develop good balance, coordination and dexterity as they climb, dance and manoeuvre themselves around on ride-along toys. Fine motor skills are developed well as children use chalks on the blackboard and different tools to transport and mix different materials. As a result, children develop strength in their hands for later handwriting skills and are being securely prepared for the next steps in learning and journey on to other settings.

p.4

who attend

Information from parents is gathered when children first start with the childminder and is used to identify children's starting points. This helps him to plan appropriate resources and activities from children's first day at the setting to meet their interests and needs well. Children's development is tracked to ensure that any gaps in learning are quickly closed. Therefore, children are making very good progress and gain a good range of skills to support their future learning. The childminder completes the progress check for children between the ages of two-and-three years, to ensure that any need for early intervention can be identified. He consults with parents to further complement the children's learning at the setting and at home. For example, parents can take home the birthday box with an information and communication technology cake, a party hat, banners and story books to celebrate children's special day. Parents are invited to write their children's experiences

p.4

who attend

and these are used at the setting to talk about what children have been doing at home. Parents comment that they continue children's learning at home, following suggestions from the childminder and that their children continue to surprise them with all the new things they have learnt.

p.4

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

Partnership working with parents regarding children's care needs is good. Parents say they are pleased with the information shared when children start at the setting and that children settle well. This is because routines are discussed and monitored to ensure a consistent approach including toileting and dietary requirements. The childminder is sensitive to children's needs and helps form secure emotional attachments and develop good independence and self-care skills. As a result, children develop confidence and self- esteem as they feel valued and their views are listened to. The childminder teaches children to listen to instructions and be attentive. For example, he gives them notice of what will happen next and consequently, children do not feel rushed and they learn routines and feel a sense of belonging. Children's independence is nurtured well, for example, as children choose their own resources to play with, and feed

p.4

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

themselves at lunch time. Children are encouraged to look after the resources and consequently, children foster a sense of responsibility. The childminder values and follows children's individual interests, for example, as they talk about the train journeys children have made. He displays children's creations and photographs of trips to the train station at children's eye level in the dining room. As a result, children develop a sense of achievement and positive attitudes towards themselves.

p.5

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

Children's awareness of personal safety and risks is promoted well. For example, as they use different kitchen utensils with care in the mud kitchen and are asked to help mind the gate until everyone is ready to go through. The childminder promotes good hygiene practices, as children learn to wash their own hands. Children participate in fire drills and become familiar with the fire evacuation procedure and consequently, children gain a sense of responsibility and learn to keep themselves and others safe. The childminder talks to children about expectations and boundaries, for example, by encouraging good manners and encouraging turn taking. Consequently, children play cooperatively together and show respect and kindness to each other. Consequently, children behave well. The childminder offers children nutritious food, which is balanced and healthy such as, fresh fruit for snack and sausage, mashed potato and beans for lunch. The childminder displays

p.5

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

posters that promote healthy eating and provides children with regular fresh air and exercise. Children are provided with a good range of stimulating and exciting opportunities to play on large equipment, as they enjoy the extensive range of resources in the garden areas and visit the local parks and play areas. Consequently, children develop good physical skills. The childminder uses risk assessments to ensure that equipment and resources are safe, well maintained and suitable for the children to use.

p.5

provision

Improvement since last inspection and use of self-evaluation to support continuous improvement is good. The childminder has a good understanding and meets his responsibilities regarding the safeguarding and welfare requirements of the Early Years Foundation Stage. The childminder has completed relevant paediatric first-aid and safeguarding training. He demonstrates a clear understanding of how to ensure the safety and well-being of children are met and he knows what to do should he have concerns about a child in his care. Daily risk assessments are used by the childminder to monitor and promptly deal with potential risks. All adults in the house have undergone the required suitability checks and are suitable to be in contact with children. The childminder maintains accurate records, including a written procedure, for dealing with concerns and complaints and documents to ensure children are kept safe.

p.5

provision

The childminder evaluates the impact that training has on his practice. For example, following forest school and outdoors training attended, he has invested in more natural resources and areas for children to make marks and provides suits for children to play out in all weathers and enjoy messy play in the mud kitchen. Following training, he uses the principles of well-being and involvement scales, and evaluates the environment to help establish routines and resources around children's needs, interests and capabilities. As a result, this ensures children are making very good progress in their learning and development. The childminder's commitment to training contributes to his growing knowledge and skills. The childminder invites parents to share their experiences of children in the context of their home to build a holistic picture of each child's learning and development. This gives the childminder a deeper understanding to inform his planning

p.5

provision

and help inspire and challenge children as they play. The views of parents and the children are used by the childminder to help him evaluate the service he offers, for example, using new healthy recipes that parents have recommended. Parents comment that they are very happy with the activities the children take part in and with their children's progress.

p.6

provision

Partnership with other providers and agencies are good. The childminder liaises with other local pre-schools and the children's centre and understands how to refer children for additional support if it is required to ensure their individual needs are met. The childminder has experience supporting children who speak English as an additional language and children with special educational needs and/or disabilities. Progress records are used for children who go on to school or another setting and the progress check for children between the ages of two-and-three years is completed to ensure that any need for early intervention can be identified. The childminder demonstrates good leadership and management skills and is passionate about developing good partnership working with his co-minder and parents to establish and maintain a strong setting.

p.6

The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met

p.6

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

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number EY386434 Local authority Lancashire Inspection number 858984 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 4

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10