Childminder in Lancashire

Inspection date

Previous inspection date 27/08/2014 17/04/2012

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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

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This provision is good

 Teaching is good because the childminder has a good understanding of how children learn. She interacts positively with children, asking many open-ended questions to stimulate their thinking and language skills.  Children quickly gain a sense of belonging. Children clearly enjoy the childminder's company and are responsive to her support and reassurance.  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.  The childminder promotes strong partnerships with parents. She exchanges clear information on how she operates and discusses the children's well-being on a daily basis. This ensures children's needs are well met.

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It is not yet outstanding because

 There is opportunity to further build on older children's understanding of letter sounds to support literacy 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 activities in the main playroom and the outside learning environment.

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Inspection activities

 The inspector asked the childminder questions about her practice at appropriate times throughout the inspection.

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Inspection activities

 The inspector discussed the childminder's observation, assessment and the tracking process to monitor children's progress.

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Inspection activities

 The inspector checked evidence of suitability, viewed the safeguarding, risk assessments and complaints policies, and discussed self-evaluation.

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Information about the setting

The childminder was registered in 2011 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, who is also a registered childminder, and their children aged eight and five years in the Ighten Hill area of Burnley. The whole of the ground floor and the bathroom and a bedroom on the first floor are used for childminding. The family has a pet cat. 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 school. The childminder operates all year round, from 7am to 5.30pm, Monday to Friday, except for Bank Holidays and family holidays. There are currently seven children on roll, three of whom are in the early years age group and attend for a variety of sessions. The childminder is a member of the Professional Association of Childcare and Early Years and has links with other childminders

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

 encourage children to use their phonetic knowledge in a range of situations to support their literacy development.

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who attend

The childminder has a very good understanding of how children learn and develop through play-based learning opportunities. She supports children sensitively and extends their thinking through talking to them. For example, she confidently uses language to explain what they are doing next, to enhance children's learning and enthuse them. The childminder observes and records what children can do and takes photographs of the experiences they explore. These show that children experience a broad range of learning and development opportunities. The childminder plans the next steps to help children make progress through both adult-led and child-initiated activities, such as mathematical development through a game of hide and seek. Consequently, she makes learning fun and enjoyable for the children. She asks them questions to promote their thinking, learning and communication skills. For example, when exploring the pebbles and shells outside,

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who attend

they look under the magnifying glass to discuss the different properties. This supports their exploration and curiosity and prepares them for the next stage in their learning, such as starting nursery or school.

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who attend

The childminder is developing her range of resources to support literacy; there are song bags, masks and puppets for children to use. There is a good selection of books for children to enjoy and regular trips to the library help them to develop and enjoy literacy. Children are handling books correctly and beginning to understand that print conveys meaning. However, the childminder does not plan many experiences to further support children to recognise letters or develop their understanding of phonics to develop their understanding further.

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who attend

The childminder keeps parents well informed about their children's activities and progress, through daily report sheets and regular discussions. She has successfully completed the progress check for children aged between two and three years and shared this appropriately. 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

The childminder promotes very good relationships with the children. They are extremely happy and settled in her care. There is a clear settling-in procedure, so that children can become familiar with the childminder and the environment. The childminder welcomes parents to stay with their children until they are confident to be left. This promotes children's emotional well-being and helps them feel secure in the childminder's care. The childminder obtains detailed information about the children and their routines at home, so that she can meet their individual needs and provide continuity of care.

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

The childminder makes positive comments about each child as they play to promote friendly relationships with each other. Children show that they enjoy the company of others as they smile and show excitement at something another child has said. The childminder takes younger children to larger group activities, to help prepare them socially and emotionally for when they move on to nursery or school. The children accompany her on the nursery drop off and school run so that they can become familiar with the environment and staff. This helps allay any fears that children may have about this move. The childminder provides a useful transition document which is sent to the school, including information about children's preferences and their stage of development, to help children settle quickly in their new setting.

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

The childminder effectively uses activities to help children understand her expectations of behaviour and what is right and wrong. For example, children are encouraged to take turns as they take part in group singing activities. The thoughtful organisation of the space, toys and resources enables the childminder to effectively promote children's independence, confidence and decision making. She encourages children to choose freely between the indoor and outdoor areas. As well as daily use of the garden, the childminder also takes children on a range of outings, for example, to the park, so that they can enjoy regular fresh air and exercise. This allows the childminder to effectively promote an understanding of a healthy lifestyle. She discusses with the children why exercise, good hygiene and healthy eating are important and the effects these have on our bodies. She also teaches children about healthy eating through activities and games from a local

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provision

The childminder has a good understanding of her role and responsibilities in relation to safeguarding and welfare requirements. She has a good understanding of child protection issues, and clear procedures for outings, safe collection of children and ensuring mobile phones and cameras are used appropriately. She ensures that she carries out suitability checks on all adults living in her home. Records of risk assessments show how she keeps children safe within the learning environment, both indoors and outdoors.

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provision

The childminder monitors the effectiveness of her provision by reflecting on what is working well and how she wishes to develop in the future. She attends regular training and meetings with a local childminding quality group to ensure she meets the learning and development requirements. As a result, she has a good understanding of the seven areas of learning and is confident in how to promote children's learning. She monitors how well children are progressing using developmental age bands detailed on a tracking sheet. This shows that children are making good progress towards the early learning goals.

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provision

The childminder has developed effective partnerships with parents. She seeks good information from them when their children first start in her care, with a good settling-in period to help children move into her early years setting. As a result, the childminder is well informed of their individual needs. She communicates with parents effectively through daily interactions and regular newsletters, allowing parents to be well informed of their child's well-being. The childminder shares her assessments and next steps with parents. This gives parents the opportunity to be involved in supporting their child's learning and progress.

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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 EY436266 Local authority Lancashire Inspection number 853740 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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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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