Childminder in Lancashire

Inspection date

Previous inspection date 09/09/2014 12/03/2010

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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 has good teaching skills and a good understanding of the Early Years Foundation Stage. She enthusiastically engages children in purposeful play and consequently, all children make good progress.  Children form strong attachments with the childminder because she has a warm and welcoming approach and talks regularly with parents to find out about children's routines.  Children are well prepared for their next steps in learning because the childminder talks to children about what to expect and works in partnership with parents to ensure children have the self-care skills they will need.  Children are kept safe because the childminder has a good understanding of child protection issues and is vigilant to ensure her home environment is safe and secure.

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It is not yet outstanding because

 Occasionally, younger children have fewer opportunities to be fully involved in activities and play experiences.

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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 viewed the areas of the premises and garden used for childminding.

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Inspection activities

 The inspector observed activities, both indoors and outdoors and talked with the childminder.

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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.

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Inspection activities

 The inspector took account of the views of parents contained within the childminder's own feedback surveys.  The inspector reviewed the provider's self-evaluation form.

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Information about the setting

The childminder was registered in 2003 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged 10 and 12 years in a house in Lea, Preston. The whole of the ground floor and the rear garden are used for childminding. The family have a dog, two rabbits and three chickens as pets. There are currently three children on roll, all of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 8am to 5.30pm, Monday to Friday, except bank holidays and family holidays. She 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:

 extend the range of play experiences provided for babies, for example, by including them in painting activities.

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who attend

Teaching is very effective so children make very good progress in relation to their starting points. The childminder is very skilled in engaging children in purposeful play. She plays alongside children and effectively extends their learning through questioning and showing them how to do things. For example, children show great enthusiasm while making pictures. The childminder patiently demonstrates how to paint the wheels of a toy vehicle and then wheels it across the paper. Children delight as they manipulate the paint brushes and other utensils to make marks. The childminder asks them about the colours of the paint and the texture of the wet bristles on the paint brush. Consequently, children are learning skills they need for their next steps in learning, particularly school. However, there are times when babies are not consistently included in some of the excellent play experiences provided.

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who attend

The childminder introduces mathematical language into children's play as she talks about shapes and they frequently count together. For example, at snack time they count the blueberries on their plates. Additionally, they play games together which encourage children to match shapes and colours, further promoting children's mathematical learning. The childminder uses questions to effectively promote children's thinking and problem solving skills. For example, as children post shapes into a post box, she asks 'Which way does it go?' Children's communication skills are also fostered well during play. The childminder repeats key words and phrases to clarify meaning successfully. As a result, children are becoming confident talkers who are beginning to express themselves. The setting has printed words and numbers displayed on storage containers and on the walls. Furthermore, children have access to a range of books and they enjoy sitting close to the

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who attend

childminder to share the stories. Consequently, children are beginning to develop a love for books and to understand that print has meaning.

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who attend

The childminder is skilled in planning to meet children's individual needs. She effectively uses information collected from parents to identify specific children's starting points. Observations are recorded in individual learning journals, along with annotated photographs, which are linked to the areas of learning. Further assessments are scheduled at regular intervals, including the progress check completed for children between the ages of two-and-three years, which enables her to plan for the next steps in children's learning. Parents are regularly invited to contribute to the development records. This allows the childminder to incorporate children's home experiences into her planning.

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

Children are confident and self-assured in the childminder's company. They are eager to engage with activities as the childminder offers encouragement through meaningful praise and support. She successfully meets the needs of each child and values them as individuals. For example, she quickly recognises when children are feeling unwell and provides physical reassurance and cuddles while trying to identify the cause. As a result, children's emotional needs are very well met because the childminder has built secure, responsive attachments with them. The childminder works closely with parents to provide a consistent approach to meeting children's care needs. She finds out about their routines and likes and dislikes and incorporates this into her planning. Consequently, children benefit from a consistent, shared approach. The childminder's home is clean, well- maintained and organised. The wide range of toys and resources cover all areas of

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

learning and are attractively displayed or stored so that children can independently access them. Additionally, children are given choices about what they eat for snack and when they play in the garden. Consequently, children are becoming independent learners.

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

Children's behaviour is good because the childminder has a positive approach towards behaviour management. She calmly intervenes by giving children helpful language to use to enable them to share and diffuse minor issues quickly and effectively. The childminder reminds younger children how to keep themselves safe, for example, by explaining why they must sit down at the top of the slide. The childminder promotes healthy lifestyles well. She provides a balanced diet and talks to children about the benefits of eating healthily. For example, as children eat fruit for snack, she explains that banana's give energy so that they can play in the garden. Children are supported to wash their hands at appropriate times during the day and hand gel is available outdoors so that children can clean their hands after touching the pets. Consequently, children are beginning to develop healthy habits. Children are provided with frequent opportunities to access fresh air and

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

exercise in the large garden. Outdoors, children can run about, climb the steps to the decked area and dig in the allotment area. As a result, they develop good physical skills. As children play on large equipment, they take small risks, appropriate for their age, for example, climbing up the slide without the support of the childminder.

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

Older children are supported to become emotionally ready for school as the childminder uses appropriate stories and books to talk to them about meeting their new teacher and making new friends. She works in partnership with parents to ensure children have appropriate self-care skills such as, visiting the toilet and dressing and undressing. As a result, children are effectively prepared for their move to school.

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provision

The childminder has a good understanding of her responsibilities to ensure her practice meets the safeguarding, welfare, and learning and development requirements of the Early Years Foundation Stage. She attends regular safeguarding training and so is confident about identifying and reporting concerns she may have about children in her care. A very effective range of policies support her work and these are updated and shared with parents frequently. The childminder conducts regular risk assessments of her home, garden and outings. The front door is kept locked and there are systems in place to monitor visitors to her home. Accidents are accurately recorded and shared with parents and the childminder follows well-developed procedures to ensure medication is administered safely. As a result, children are very well safeguarded in the childminder's care.

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provision

The childminder is beginning to reflect on her own practice and she strives to improve. Since her last inspection she has embarked on a level 3 course in early years, in order to further develop her knowledge and skills. Additionally, she has changed her systems for observing, assessing and planning for children's next steps. This demonstrates her capacity and desire to enhance her provision. The childminder collects parents' views through feedback surveys and comments in children's learning journals. There is a well- developed self-evaluation in place.

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provision

Partnerships with parents are effective. Parents share their positive feedback and are pleased with the progress that children have made in the time they have been in the care of the childminder. The childminder has good links with the local children's centre and is developing relationships with the school where she collects children. She knows what services are available in her local community and understands how to access relevant services or sign post parents when appropriate. This ensures the needs of individual children are well met and they thrive in this secure and stimulating environment

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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 EY243136 Local authority Lancashire Inspection number 877469 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 3

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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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