Childminder in Lancashire

Inspection date

Previous inspection date 11/09/2014 11/04/2012

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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 provides a stimulating environment, which helps children to learn through play and real experiences. She has a good understanding of how children learn and provides a broad and balanced range of appropriate, age-related activities to ensure that they make good progress.  Children are very happy and settled in this welcoming home. They have good attachments to the childminder, who is very caring and attentive to their needs. This enables children to explore the environment with confidence.  The childminder works very well with parents and other professionals to meet children's individual needs and support the continuity of their care.  Children's health and well-being are a priority and appropriate safeguarding procedures are in place to protect children from harm. The childminder carefully assesses the risks to her premises and minimises these, which helps to ensure children's safety as they

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It is not yet outstanding because

 The childminder does not always give children sufficient time to think about their responses to questions posed and, on occasion, answers her own questions.  Opportunities for children to consolidate their independence skills are not always available at snack time.

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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 looked at children's assessment records, planning documentation and a range of other records, policies and procedures.

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Inspection activities

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

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Inspection activities

 The inspector undertook a joint observation with the childminder during the morning.

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Inspection activities

 The inspector took account of the provider's self-evaluation and improvement plan, and checked evidence of the suitability of the childminder and other adults in the household.

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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 partner in the Ashton area of Preston. The childminder uses the whole of the ground floor of the home for childminding purposes. Children have daily opportunities for outdoor play within the childminder's garden and in the local area. There are currently three children on roll, all of whom are in the early years age group. The childminder operates each weekday, from 8am until 6pm, all year round, except for bank holidays and family holidays.

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

 use a wider range of teaching strategies to support children's thinking and problem- solving skills, by giving them more time to consider their responses and put their thoughts into words

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

 extend the opportunities for children to consolidate their independence skills, for example, by encouraging them to help make and prepare their own snacks.

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who attend

The quality of teaching is good. The childminder makes very good use of her teaching skills and experience to support children to make good progress in their learning and development. She organises her homely learning environment well by providing a varied range of stimulating, age-appropriate activities to promote children's development across all areas. Activities and resources are carefully planned around individual children's interests and developmental stages. The childminder assesses and identifies children's starting points and ongoing developmental stages extremely well. She undertakes regular observations and precise assessments of children, and uses this information to plan for their individual next steps in their learning. Along with the children's interests, she uses this knowledge to plan future activities to target gaps in their learning. Consequently, children are developing the key skills that will support them in their eventual move to

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who attend

The childminder works hard to create an environment that is stimulating but still homely, so children settle-in quickly, storing a range of toys and equipment throughout the home. This provides a child-friendly space for them to play and learn. The childminder supports younger children's drive to stand and walk, and they particularly enjoy the spacious environment. They practise their developing physical skills as they crawl from the living room to the garden, and pull themselves to standing on the available furniture as they explore the resources. Older children also enjoy the space as they build a den with the materials provided. Children enjoy their active learning and they develop a positive attitude to learning through good support offered by the childminder. This is because she plans activities and first-hand experiences to help promote a range of skills and, subsequently, children are building on their capacity to learn. For example, children

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who attend

concentrate as they do leaf printing, using a variety of coloured paints and sponges. Children proudly show their creation when they have finished and ask for it to be displayed around the home. The childminder talks with children about the colours she can see. She extends this as she tells children about her favourite colour and asks them about their favourite colour. This enables them to show their understanding of colour in a relaxed and fun way. However, when talking to children and asking them questions, such as what colour the paint is, the childminder occasionally speaks too quickly and gives the answers without giving children sufficient time to think about their own responses. This means opportunities for children to put their thoughts into words and to further extend their vocabulary are sometimes not fully promoted. The childminder skilfully introduces children to numeracy as they count the number of leaves they have printed on the paper.

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who attend

Other mathematical language is interwoven through activities as they play and compare size, such as big and little, and talk about the space available when in an enclosed area.

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who attend

Partnerships with parents are well promoted and they are involved in their children's learning when they first attend and thereafter, on an ongoing basis. The childminder encourages parents to share information about their child in a variety of ways, to ensure they are actively involved in their child's learning and development. An All about me form is completed upon entry, which ensures that children's individual needs are met effectively. The childminder keeps parents updated on their child's day and how they are progressing in their learning in a variety of ways. She sends them pictures throughout the day and has verbal discussions with them. Their child's development file is available for them to view at anytime and she welcomes their comments on their child's progress. This joint approach supports children to make good progress towards the early learning goals, and helps the childminder to plan appropriately to meet children's needs. As a result,

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who attend

parents are fully involved and a consistent approach to their children's learning is maintained.

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

The childminder helps children to feel secure in her home. Settling-in arrangements are very much tailored to individual children and the requirements of the family. This helps children to form secure attachments with the childminder and fosters their emotional well- being. Consequently, children settle well. Comprehensive information is gathered from parents from the start, which helps to ensure a happy, smooth move between home and the childminder's care.

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

The childminder teaches children about acceptable behaviour, using a positive and consistent approach, which takes into account children's understanding and stage of development. She is a good role model for children, treating children with respect and supporting them in learning how to share and take turns. She places a strong emphasis on children learning to play alongside other children safely. The childminder gives them lots of praise and encouragement, which builds their self-esteem and confidence, preparing them well emotionally for the move to nursery and school. Children learn how to keep themselves safe and to recognise danger. For example, the childminder closely supervises them and teaches them how to walk up and down stairs safely, and they are also reminded to sit correctly on the chair. The childminder encourages children to explore safely, providing consistent guidance. As a result, children have a good understanding of

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

Many opportunities are provided for children to benefit from physical exercise. Children play in the garden and enjoy kicking the football energetically. They climb and move down the slide as they learn how to move their bodies in a variety of ways. The childminder has achieved a five-star food hygiene rating from the local authority environmental health department, and she helps the children to understand the importance of a healthy diet by providing them with healthy snacks and meals. She consults them about what they would like to eat and how they would like it prepared. For example, she asks children whether they would like green grapes or purple grapes and, subsequently, chops up the fruit they request. She gives advice about healthy choices as they discuss the different foods and fruits. However, she does not always extend children's experiences to increase their independence, by teaching them how to prepare the food for themselves. The childminder

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

promotes children's self-care skills well. She successfully supports children's smooth transitions to other settings. In addition, the childminder prepares children for when they start pre-school by developing their skills in dressing and undressing, and encourages them to be independent when they use the toilet. The childminder has a clear understanding of her responsibility to work in partnership with other childcare providers and professionals to enhance children's learning opportunities. She effectively shares information which enables her to complement children's learning, by providing activities along a similar line when they are with her. This results in continuity in children's learning and development.

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provision

The childminder has a good knowledge of the Early Years Foundation Stage. She uses this knowledge well to meet her responsibilities to safeguard children and promote their learning, development and well-being. As a result, children flourish in this safe setting. Arrangements for safeguarding children are good. The childminder has attended training to equip her with the knowledge to identify signs of abuse or neglect, and to respond to any concerns about a child in her care. The childminder maintains well-organised policies and procedures. She completes thorough risk assessments and has effective safety measures in place to help ensure children's safety. All adults in the household have undergone relevant vetting and checking procedures to ensure children's safety. Security of the premises is robust and prevents unauthorised access or the risk of any child leaving unsupervised.

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provision

The childminder skilfully monitors children's progress and, as a result, she is able to provide effective challenge to support development. Using her knowledge of child development, she places high emphasis on challenging children through play, ensuring they receive the support needed to make good progress. The childminder is skilful in identifying when children are involved in their learning, and uses these observations to monitor the effectiveness of the educational programmes she provides. As a result, children experience well-planned activities and make consistently good progress in their learning. Since her last inspection, the childminder has developed a more systematic approach to using observations to identify learning priorities and plan activities. She has a clear self-evaluation plan, which involves the views of both children and parents. Parents comment that they are happy their children have the chance to interact with other

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provision

childminders in the area, in addition to other children. As a result, the childminder has further improved the quality of provision for children.

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provision

The childminder forms good relationships with parents, and liaises with them as an ongoing process, to ensure that children's care and learning needs are fully met. The childminder meets with other local childcare providers to share good practice and keep up to date with developments. This enables her to evaluate her provision and make improvements. The childminder has strategies in place to share information with other providers that children attend, or when they are about to begin school, to provide consistency in their care and learning. These relationships are strong and, with permission from parents, the childminder meets with them to agree strategies to support children. The childminder also has links with the local play provisions that she visits to provide valuable experiences for the children in her care. This is done purposefully to support children's progress. This results in children becoming confident and motivated learners.

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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 EY434432 Local authority Lancashire Inspection number 870494 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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