Childminder in Lancashire

Inspection date

Previous inspection date 26/08/2014 13/01/2012

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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

 The childminder is warm, nurturing and creates a calm atmosphere for the children. As a result, they form secure attachments with her, settle quickly and are happy and content in her care.  The childminder is very organised and shows a good understanding of the safeguarding and welfare and the learning and development requirements.  The childminder establishes good partnerships with parents and others. Information is shared and used well to effectively meet the needs of the children, offering continuity of care and learning. Self-evaluation is used effectively to drive improvements.  The childminder plans a wide range of activities across the areas of learning that meet children's interests and developmental needs. She engages well with children and teaching is good.

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It is not yet outstanding because

 The childminder does not consistently use a wide range of questions to further extend children's language and thinking skills.  The childminder does not always maximise opportunities to ensure that high quality interactions with all children consistently take place.

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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 the childminder and children in the main play areas, during outdoor play and at snack time.

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Inspection activities

 The inspector spoke to the childminder and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at children's records, the planning documentation and the policies and procedures.

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Inspection activities

 The inspector held discussions with the childminder regarding self-evaluation, parents views, her ongoing professional development and verified that suitability checks have been completed.

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Inspection activities

 The inspector conducted a joint observation with the childminder and held discussions.

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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 and two school aged children in a semi-rural area of Lancaster. The whole of the house is used for childminding and there is an enclosed garden for outdoor play. There are currently five children on roll, all of whom are in the early years age range and they attend for a variety of sessions. The childminding provision operates all year round from 7am to 6pm, Monday to Thursday, except during bank holidays and family holidays. The childminder is qualified to level 4 and is currently completing a foundation degree in early years. The childminder is a member of the Professional Association for Childcare and Early Years.

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

 provide more opportunities to consistently engage younger children in high quality interactions, particularly during the school holiday periods, in order to support and extend all children's learning to the maximum potential.

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

 build on children's communication and thinking skills by asking a wide range of questions and allowing children the time and opportunity to answer.

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who attend

Children make good progress as a result of the childminder's firm knowledge and understanding of how children learn and develop. The childminder knows the children well and uses her good knowledge to plan a wide range of interesting play opportunities that have depth and breadth across the educational programmes. Children have many opportunities to play, explore and experiment as they enjoy an effective balance of adult- led and child-initiated play. As a result, children are acquiring the skills, attitudes and dispositions they need to be ready for school or the next stage of their learning. The childminder uses a range of strategies to engage the children and support their growing vocabulary. For example, she offers a continuous narrative throughout the day, helping younger children to link actions with words. She uses a range of words and sentences to explain and describe what she is doing, encouraging the children's developing

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who attend

communication skills well. The childminder asks children questions, supporting their ability to think and respond. However, on occasion, the childminder misses opportunities to ask a wide range of questions to support children's learning even further. Furthermore, on occasion younger children are not given sufficient time or opportunity to answer the childminder's specific questions before other, older children respond on their behalf. This is due to the childminder not always making the most effective use of her time, for example, by ensuring the younger minded children always have sufficient opportunity to engage in quality interactions.

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who attend

The childminder makes purposeful observations of the children and uses this information to learn more about children's interests, identify next steps and to inform planning. Observations, progress information and photographs are displayed in individual learning files. These demonstrate clearly the journey children make while in the childminder's care. The childminder is well versed in the progress check for children aged between two and three years and completes this check at the appropriate times for the children in her care and provides parents with a copy of this Parents are involved in their child's learning because they have daily chats with the childminder and they have access to their child's observations, assessments and planning. They are kept well-informed about the progress their child is making and can offer suggestions about anything they feel their child would benefit from.

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who attend

Younger children enjoy playing with puzzles. They spend time lifting the pieces out of the puzzle and attempting to put them back again. They have fun joining in with the older children's activities, which the childminder adapts accordingly. For example, during a dough activity, younger children explore the different items intended for the activity and eventually have fun playing with the box. The childminder celebrates their choices, successfully, encouraging children to explore their own ideas. Older children have great fun making music shakers. They choose the type of container they want to fill and use a range of pasta, rice and glitter pieces to make their shakers. The childminder introduces funnels to help the children fill up their containers, pointing out how some of the pasta doesn't fit through the funnel hole. Children have fun in the garden. Younger children enjoy time in the ball pool and watch in fascination as another child blows bubbles. They

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who attend

have access to a range of resources including books, a sand pit, digging tools and lots of physical play equipment. Children regularly attend trips out to activity venues where they learn about their local community and wider world. For example, they enjoy trips to local nature reserves where they enjoy sessions involving making things from natural resources and discovering wildlife. The learning environment offers children much choice in their play and is highly stimulating. The play room downstairs has been dedicated to children's play and learning. The environment is bright, interesting and stimulating. There is plenty of space for all types of play and exploration and the wide range of resources are carefully displayed to allow children to make choices within their play.

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

Children are very happy with the kind and caring childminder. They are confident and show signs of self-motivation from a young age. This is a result of the secure attachments in place and the childminder's good emphasis on children's emotional well-being. The childminder provides continuity for the children when they first start through good information-sharing with parents. She ensures she knows, and understands, children's needs and routines prior to them starting to enable her to settle them in well. For example, she invites children and parents for settling sessions and also attends home visits in order for her to gain a thorough understanding of children and families' needs. These well-established, trusting relationships result in children being emotionally prepared for the next stage of their learning and their new experiences.

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

The childminder is extremely warm and nurturing with the children. She is very calm in her approach and as a result, the day runs smoothly. She has a consistent routine each day, which children are familiar with. This helps children to know what to expect and when things are going to happen. They develop a strong sense of belonging and establish good friendships with each other. The childminder offers gentle reminders to the children to be kind and considerate of one another, encouraging good behaviour. Children are seen sharing, taking turns and being kind and caring towards each other.

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

The childminder encourages children to understand healthy lifestyles and how to stay safe. They enjoy plenty of fresh air as they have daily opportunities to play in the garden area. Regular trips to the park and other activity venues provide opportunities for larger physical play and for children to use a greater range of movements, involving higher levels of challenge and elements of risk. Children are encouraged to manage their own hygiene and personal needs from a young age. For example, the childminder provides a step for the children to reach the sink to wash their hands, they have their own towels to dry their hands and they brush their teeth as part of the daily routine. The childminder operates a healthy eating policy and children learn how to make healthy food choices through her guidance. She ensures that they are provided with nutritious meals and snacks and have plenty to drink so they do not become thirsty. Children learn about safety during

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

discussions and real life experiences. For example, children sing happy birthday to one of the children and then blow out the candles. The childminder reminds the children the candles are very hot and must not be touched. They learn about road safety during play activities and during walks out and about. Children learn why they must hold hands or onto the buggy in order to stay safe. These experienced help children learn how to recognise dangers and how to manage these responsibility.

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provision

The childminder has a good understanding of the learning and development requirements of the Early Years Foundation Stage. She monitors each child's development to ensure that they make good progress in all seven areas and to identify any gaps in their learning. The childminder understands how to keep children safe and her responsibilities in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. The childminder's home is safe and secure. Thorough risk assessments cover all areas that children have access to as well as all outings the children are taken on. Identified hazards are minimised with effective safety measures that are checked regularly to ensure they provide children with continued safety. This helps to ensure children's safety and security at all times. The childminder has a firm understanding of the procedures to follow if she has concerns about a child. She has gained a high level safeguarding qualification and

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provision

keeps up-to-date with local authority guidance through network meetings and maintaining the latest guidance literature. This helps to ensure the correct procedures are followed in the event of a concern over a child. The childminder is well organised and thorough in her record keeping. All of the legally required policies, procedures and records are in place.

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provision

The childminder is highly reflective and able to evaluate her practice. She uses various systems of self-evaluation to help her draw out areas of improvement that she then uses to inform her development plan. She maintains her good skills through regular training and attending network meeting sessions. The childminder's updated skills have had a positive impact on her practice and the children. For example, by following training about providing areas in the home to encourage communication, the childminder created a den- like space under the stairs for children to choose books and explore their communication skills in a semi-private area. She has also made developments, since her last inspection, which positively impact on the partnership in place with parents. She has successfully met the action and recommendation that were raised at the last inspection by developing her sickness policy and by ensuring that her records and contracts are all up-to-date with the

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provision

correct information. These examples demonstrate that childminder is able to maintain and drive continuous improvement.

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provision

The childminder works in partnership with parents to ensure they are involved in their children's learning and aware of their achievements. She provides parents with regular, and good quality information about her childminding service. For example, information is shared with parents when they first start including the childminder's policies and procedures. The parents' noticeboard provides further, and ongoing information for parents. The views of parents are gathered via questionnaires and demonstrate how happy parents are with the childminding service provided. During discussions with parents, they reveal how confident they are with the childminder and her service and how much their children enjoy their time with her. The childminder works in partnership with the other early years settings that children attend. This ensures children benefit from continuity of care and learning. For example, the childminder regularly meets with another

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provision

childminder used by the children she cares for. They discuss children's interests, any action that needs to be taken and areas of learning and development that need to be concentrated on. This ensures children benefit from continuity of care and learning across all providers. She is aware of the importance of working closely with schools to complement children's learning and to help them when they first move on to school. She is also aware that there may be occasions when working in partnership with specialised professionals may be necessary to support children with special educational needs.

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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 EY431432 Local authority Lancashire Inspection number 874568 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 5

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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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