Childminder in Lancashire

Inspection date

Previous inspection date 27/08/2014 16/08/2011

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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

 Teaching is good because the childminder has a good awareness of how young children learn. She uses play, planned activities and first-hand experiences that engage children and build on their individual interests. This supports them to develop positive attitudes to learning.  The childminder understands her roles and responsibility to protect children and the action to take if she is concerned about a child's welfare. As a result, children are safeguarded.  Partnerships with parents are strong. Parents are successfully involved in their children's learning and they are kept fully informed of their ongoing achievements.  The childminder demonstrates a strong commitment to continuous improvement.

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It is not yet outstanding because

 Provision for children's outdoor learning is not always as varied and challenging as the activities and experiences planned for children indoors.  The childminder does not consistently use open-ended questions when interacting with children, to extend their vocabulary and thinking 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 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 paperwork, including the childminder's policies and procedures, risk assessments, self-evaluation and the children's development records.

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Inspection activities

 The inspector checked the suitability of the childminder and of other adults living at the home.

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Information about the setting

The childminder was registered in 2010 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner, who is registered as her assistant, and their two children aged two years and three months in Accrington. The whole ground floor of the house and the rear garden are used for childminding. The family has two pet dogs. 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 is able to collect children from the local schools and pre-schools. There are currently two children on roll, both 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 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:

 extend opportunities to promote children's communication and language skills, for example, by asking more open-ended questions

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

 provide more challenging and varied activities and experiences in the outdoors, to enhance children's creativity and critical thinking skills.

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who attend

The childminder is knowledgeable about the requirements of the Early Years Foundation Stage and fully understands the need to promote children's learning and development through play and planned activities. She gains an array of information about the children and their starting points, through meetings with their parents and during settling-in sessions. She gathers baseline assessments and records information about children's interests, development and care needs. The childminder makes sure that activities are developmentally appropriate through effective use of observation and purposeful assessments. She uses this information well to plan individual next steps in learning for children and promote their future learning. The childminder tracks children's progress across all areas of learning. She uses this information to highlight any gaps in their learning and is well aware of appropriate procedures to seek additional support if required.

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who attend

Children's progress is evident and they are developing skills and confidence in all areas of learning, in particular the prime areas. This provides a firm foundation for their future learning and eventually ensures that children are acquiring the necessary skills and dispositions for learning, in order to be ready for school. Parents are able to view their children's learning journal record at any time and the childminder makes time each day to talk to parents about their child's day. The childminder welcomes parents' contributions about their children's learning and development. For example, she sends home their learning journal record and a parent feedback sheet regularly. The childminder provides children with interesting, stimulating and age-appropriate activities. A wealth of resources are available and these are attractively presented for children, without being overwhelming. Children's independence

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who attend

and early literacy skills are well promoted because resources are within easy reach and clearly labelled with pictures and words. Children have good opportunities to develop their physical skills as they climb on the slide, play ball games and enjoy going up and down on the see-saw. Children are also taken on regular outings in the local community and to the nearby park. This further develops their physical skills and knowledge and understanding of the world.

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who attend

The childminder plays with children down at their level, to focus and engage their attention and enhance their learning. Children love books and this is fostered well by the childminder. She sits comfortably with the children and expressively reads their favourite story. She emphasises the rhyming words and initial sounds and points to the pictures, promoting and reinforcing children's understanding. Additionally, she introduces mathematical language as she discusses size, shapes and numbers. As a result, children's understanding of these concepts is extended. However, on occasions, the childminder only asks children questions that require a 'yes' or 'no' answer, which limits opportunities to fully maximise children's vocabulary and extend their ideas.

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

The childminder works closely with parents to sensitively settle children into her care. She has meaningful initial discussions with parents and uses her own observations to help her understand each child's likes, dislikes and routines. The childminder gets to know each child well, enabling her to be proactive in supporting their individual needs. She is warm, caring and affectionate towards the children and they develop secure and trusting relationships with her, which supports their emotional well-being. They clearly feel happy and comfortable with her and confidently express their needs. These are quickly and gently addressed by the childminder.

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

The childminder is an excellent role model for children. She uses clear and consistent strategies to manage behaviour and always offers children explanations for any unwanted behaviours. Therefore, given their stages of development, they behave well. The childminder supports children's awareness of keeping themselves safe. For example, she sensitively explains to children the need to wait for her before they enter the kitchen. In addition, regular evacuation practices further contribute to children's understanding of keeping themselves safe. Children have access to a wide range of resources that are safe, clean and age appropriate. However, there are fewer challenging and varied resources and experiences outdoors, to allow children even more opportunities to explore their own ideas and enhance their creativity and critical thinking skills.

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

The good health of children is successfully supported by the childminder. She gives clear messages about the importance of leading healthy lifestyles. For example, they discuss a recent visit to the local supermarket, where the children tasted different foods and found out about how certain foods are made. Additionally, they took part in activities, such as baking their own bread. The children benefit from fresh air, as the childminder ensures they have daily access to the outdoors and they enjoy regular outings in the local community. Children manage their personal hygiene very well, according to their age and stage of development. For example, children access the toilet and wash their hands independently, while older children can discuss the importance of keeping their hands clean.

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provision

Children's safety is well promoted because the childminder is knowledgeable of the safeguarding and welfare requirements. She uses effective risk assessments for her home and for outings. This means she minimises hazards and maintains a safe environment for children. The childminder maintains effective records for each child. She has completed safeguarding training and is aware of the signs and symptoms that would alert her to any child protection issues. In addition, she is confident about the action she would take if she had concerns about a child in her care. This means she knows how to protect children from potential harm. There is a clear safeguarding policy, which also provides guidance on the use of mobile phones and cameras. The childminder is aware of her responsibilities when administering medicine and holds a valid first-aid certificate. She fully understands her role in protecting children. For example, all members of her family have had suitability

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provision

checks carried out. The childminder's good documentation is well organised and easily accessible in a childminding portfolio, which underpins her practice well. This, together with a good range of policies and procedures, means that children are very well protected.

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provision

Since her last inspection, the childminder has shown a dedicated approach towards improving her practice, providing good quality care and education for the children. She has a good knowledge of observation and assessment and uses this well to provide effective educational programmes that cover all areas of learning. Children are motivated as they take part in meaningful learning experiences tailored to their individual needs. The childminder monitors the curriculum and tracks children's development in all areas of learning as they make progress towards the early learning goals. The childminder has attended training and demonstrates a desire to drive forward continuous improvement to the service she provides. She reflects on her own strengths and weaknesses and seeks the views of parents, children and other professionals to support her practice. As a result, parents and children feel involved and are confident she is making the necessary changes

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provision

to her practice. Consequently, she shows a capacity to improve her already good practice.

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provision

Partnerships with parents are very strong. The childminder takes time to get to know the families and keeps them fully informed about their children's day, by means of daily verbal communications at drop-off and collection times. The childminder works closely with parents to ensure that the move from home to the setting is as effective as possible. She gains information from parents about children's starting points, which she uses effectively in order to support children's individual needs. Written evaluations from parents, state that they feel very happy with the care and education that the childminder provides for their children. The childminder understands the importance of working in partnership with other providers when children also attend other settings. She speaks regularly with school teachers and relays messages as appropriate. The childminder intends to provide a development summary and share this with teachers when children leave her setting to

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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 EY417577 Local authority Lancashire Inspection number 879929 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 2

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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

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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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