Childminder in Lancashire

Inspection date

Previous inspection date 11/09/2014 Not Applicable

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early years provision

This inspection: 1 Previous inspection: Not Applicable 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 The quality of teaching is inspiring. Children flourish and make exceptional progress due to the childminder's understanding of how children learn and develop.  The childminder has developed a comprehensive system for assessing children's development and uses this information to plan focused activities to meet children's next steps in learning. As a result, gaps in children's learning are closing rapidly.  The childminder has an expert knowledge of how to safeguard children. As a result, children are exceptionally well protected and safe in her care.  The childminder places the utmost value on partnerships with parents. They are highly valued and included in every aspect of the childminder's practice. As a result, continuity of care and learning for children, is of a high standard.  The childminder demonstrates a strong commitment and enthusiasm to strive for continuous improvement. As a result, children are exceptionally supported to achieve

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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 carried out a tour of the childminder's home.

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Inspection activities

 The inspector observed activities in the indoor playrooms and the outdoor environment.

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Inspection activities

 The inspector sampled a range of documentation, including policies and procedures and self-evaluation.  The inspector looked at children's learning journey records and tracking records.

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Information about the setting

The childminder was registered in 2012. She lives with her husband and children aged seven, five and three in the Penwortham area of Preston in Lancashire. The whole of the ground floor is used for childminding. There is an enclosed garden available for outside play. The family has a dog and pet fish. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. There are currently three children in the early years age range on roll. The childminder offers flexible care and works all year round, except for during family holidays and bank holidays. The childminder takes children on outings to music groups, the library, toddler groups and the park. The childminder receives support and guidance from the local authority.

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

 consider developing the already extensive range of resources and materials to promote language development in young children, for example, by introducing baby signing.

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who attend

This highly skilled childminder uses her expert knowledge of the Early Years Foundation Stage, to offer consistently varied, and challenging experiences for children, who thrive in her care. As a result, children make exceptional progress throughout the seven areas of learning. The quality of teaching is superb, which highly motivates children. They consistently display the characteristics of effective learning, as they are supported to explore the rich and dynamic environment. The childminder continuously communicates with young children as they play. She uses exceptional strategies to promote language development in children, for example, a balance of open-ended and closed questioning, positional language, sensory words and repetition. Consequently, young children are rapidly developing skills in language acquisition. The childminder offers children activities, which enable them to learn new vocabulary. For example, children choose from books and

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who attend

games and listen to songs during a free-play session. The home is rich with visual displays and text, to complement the many activities on offer to children. However, there is scope to inspire children even more, by using various techniques, such as baby signing, to further enhance vocabulary and understanding in younger children. That said, the childminder has a sharp focus on the prime areas when caring for young children, so that they have a very secure basis for future learning.

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who attend

Children are making rapid progress in their personal, social and emotional development and physical development. This is because the childminder focusses on giving children the space they need to explore in their own time and at their own pace, consequently, giving them confidence to explore the many learning opportunities available to them. For example, the childminder offers children an activity to explore the textures of melting ice in a tray, in the garden area. She uses insect figures to encourage children to participate. Children are enthusiastic as they watch and feel the ice melting in their hands. The childminder gives children space, allowing them to turn the activity into a personal experience, as they move the ice into a tray of mud in the mud kitchen. Therefore, she re- evaluates the activity in order to meet the needs of each child and keep them interested. The learning environment is conducive to promoting a positive self-image of children and

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who attend

communities. For example, children have access to an abundance of inspiring resources, which promote positive images of diversity, throughout the seven areas of learning. Children access multi-cultural dressing-up clothes, puppets and dolls, and a huge range of multi-cultural books and games. The childminder supports children to send postcards to other childminders from around the world. As a result, children learn about the similarities and differences of people and the world around them.

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who attend

The childminder meticulously records information of children's progress, through the use of an innovative tracking system. Assessment is rigorous, because the childminder ensures children's starting points are clear and frequent observations identify the next steps for children's learning. Children's learning journey records and diaries are filled with exciting and imaginative experiences. As a result, children enjoy their time with the childminder and gaps in their learning are closing rapidly. The childminder demonstrates an outstanding commitment to partnership working. Parents and neighbouring providers are highly valued by the childminder. She recognises there can be challenges when working in partnership with others. However, she goes the extra mile to ensure that information relating to children's needs is passed on and understood by all who are involved. For example, the childminder has developed a comprehensive system for sharing children's

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who attend

progress with parents and other settings. She creates letters, posters and information sheets to enable others to understand the Early Years Foundation Stage. She has also developed home learning sheets for parents to carry on children's next steps in learning at home. These systems are easy to follow and offer a wealth of information, worthy of dissemination to other providers. As a result, all children benefit from a continuity of learning at home and when they are attending other settings.

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

Children are very happy, secure and confident to learn in the care of the childminder. This is because she understands the importance of emotional attachments. This is also reflected in the high level of value the childminder places on the family unit. The childminder is extremely successful in building relationships with families. She includes them in every aspect of their child's care, from the day they settle into her provision. Detailed induction packs are given to parents, to include all the information she needs to support children's transition to the setting. As a result, children form strong emotional bonds with the childminder and additionally, the excellent development of children's self- esteem.

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

Children have access to a wonderfully exciting outdoor area to play in. The childminder has meticulously planned the garden, to ensure children benefit from developing first class physical skills amongst all of their learning. Children have participated in creating a bug hotel, a mini-beast patch and fairy garden. Additionally, there is an area where children can plant seeds to grow vegetables. As a result, children learn about growing things, life cycles and the world around them. The childminder offers children an excellent balance of physical play and rest time. Children have plenty of opportunity to exercise in the garden, or out on trips to the park, during all weathers. The childminder understands the importance of allowing children to rest when they need to, which promotes healthy growth and development. Children can rest in quiet areas, where there are dens, made out of sensory materials. With this in mind, children are developing an understanding of how to

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

The childminder consistently includes children in planning for their routine. Children choose from easily accessible boxes and trays, with age-appropriate resources and visual labels. Even young children learn that everything has a place, as they tidy up for snack time. The childminder exceeds expectations of children by allowing them to take their time to remember which trays the toys and games belong in. She gives ample praise to children as they get it right and supports them to work as a team to tidy up. Children play a game before they have snack. They use picture cards to find the different teddy bears, hidden around the home, to bring them to a teddy bears picnic. As a result, children cooperate with enthusiasm and ease, because their routines are fun and exciting. The childminder supports children to be independent learners. She allows them to set the table and bring fresh fruit in from the kitchen for their snack. Children learn to manage their

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

own risks as she discusses how to use utensils safely, with the children. As a result, they are very highly motivated and emotionally well prepared for their next stage of learning.

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provision

The childminder is enthusiastic about the effectiveness of her practice. She passionately talks about the ways in which she would like to improve her knowledge and understanding of children's development. The childminder has many innovative ways to improve her practice and has developed a thorough system to enable her to evaluate this effectively. The childminder sets herself realistic targets for improvement and works to a timescale to ensure any improvements are implemented quickly. For example, she would like to take older children to visit places of worship, to enable them to learn about different cultures within the community. On realising this may be challenging, she brings in multi-cultural resources and creates a display board to use for discussion, until she can arrange for an outing to take place. The childminder skilfully includes all children and their parents in the evaluations of the setting and of the progress children make in their development. She

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provision

creates newsletters to inform them of any changes she wants to make to her setting, and asks parents what changes they would like to see, using questionnaires. As a result, parents are very well consulted and informed.

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provision

Children are kept safe in the care of the childminder. This is because she demonstrates the utmost priority in understanding the welfare and safeguarding requirements of the Early Years Foundation Stage. The childminder has attended various training courses, to include safeguarding at an intermediate level. This allows her to implement a wealth of comprehensive policies, which are user friendly and shared with parents. Additionally, her procedures to safeguard children reflect on this. The childminder is astute to the possible signs and symptoms of abuse and knows what to do should she have a concern for a child in her care. The childminder frequently risk assesses the environment, offering a balanced approach to risk management, which she discusses with children. For example she immediately removes any potential hazards in the garden area, before children go out to play, ensuring risks are kept to a minimum.

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provision

The childminder's delivery of the educational programmes is outstanding. The gaps in children's learning are closing exceptionally quickly. This is because the childminder has a superior knowledge of the learning and development requirements of the Early Years Foundation Stage. The childminder carefully monitors and evaluates children's progress, developing inspiring ways to include parents in the evaluation of their learning. For example, she encourages parents to write letters to their children, about how they feel about their child's progress. This attention to detail is a key attribute to the childminder's first class practice and expert commitment to providing excellent outcomes for children.

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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 EY447974 Local authority Lancashire Inspection number 899336 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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Name of provider

Date of previous inspection not applicable

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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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