Matthews, Joanne

Inspection date

Previous inspection date 15/09/2014 30/06/2009

p.1

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

p.1

This provision is good

 The childminder has a good understanding of the learning and development requirements of the Early Years Foundation Stage. As a result, children engage in a good range of interesting activities, which meet their individual needs and interests, and contribute to their continued good progress.  Children develop a very close bond with the childminder. They are happy and contented, because they are supported well in their play and access a safe and secure environment.  Children are kept safe from harm because the childminder understands how to manage risks and protect children's health and safety. The childminder has a secure understanding of safeguarding procedures to ensure children's welfare is a priority.  The childminder establishes good partnership working with parents and other professionals to ensure that children's care and learning needs are well met.

p.1

It is not yet outstanding because

 The childminder has not fully embedded the already good strategies for engaging all parents actively in their children's learning and development, to promote even swifter progress for children.  The childminder does not always allow time for children to think, answer questions and develop their own ideas, before intervening. This means that children are not always able to be as deeply involved in their learning.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector viewed the areas of the premises and garden used for childminding.

p.2

Inspection activities

 The inspector observed activities at the childminder's setting and talked with the childminder.

p.2

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.

p.2

Inspection activities

 The inspector took account of the views of parents, spoken to on the day and as recorded in written questionnaires and reference letters.

p.2

Inspection activities

 Prior to the inspection, the inspector viewed the childminder's self-evaluation document.

p.2

Information about the setting

The childminder was registered in 2009 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and children aged 10 and seven years in Leyland, Lancashire. The whole of the ground floor and the rear garden are used for childminding. The family has two pet dogs. The childminder supports a number of children who speak English as an additional language and children with special educational needs and/or disabilities. The childminder attends a toddler group and activities at the local children's centre. She visits the local woods, farm and park on a regular basis. She collects children from the local schools and pre-schools. There are currently five children on roll, of whom four are in the early years age group and attend for a variety of sessions. She operates all year round from 7:30am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder holds a

p.3

Information about the setting

relevant childcare qualification at level 3.

p.3

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

 Embed the good strategies for engaging parents actively in their children's learning and development, to maximise the opportunities for sharing information and promoting children's learning at home, to promote even swifter progress

p.3

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

 Give children more time to think, answer questions and develop their own ideas, before intervening, to enable them to become more deeply involved in their learning.

p.3

who attend

The childminder completes meticulous observations and assessments to identify children's next steps in learning. These inform her planning and consequently, she provides educational programmes that meet the needs of all children, across the seven areas of learning. She offers interesting and challenging activities, such as, exploring natural objects using a magnifying glass and negotiating a physical assault course. Most of the resources are stored at low level to enable children to access them freely. As a result, children develop good independence skills and can make their own choices about what to engage in. The childminder offers clear explanations and instructions to the children, for example, she reminds them to stand away from the swing so they do not get hit by it. She provides good models of language and offers a running commentary as children play. She extends children's vocabulary and teaches them to use new words. For example, she talks

p.3

who attend

about making 'swirly lines' and makes gestures while she hisses to resemble a snake. The childminder enhances children's learning further, re-shaping and linking to different tasks as she guides them to other planned activities. For example, she asks children to find a snake that she has hidden in the tray of woodland objects, after making snake patterns with the paint. The childminder sounds out letters and words, so children learn good early literacy skills. She encourages children to listen to stories and invites them to differentiate between the sounds the musical instruments make. The childminder uses different teaching strategies, such as, asking open-ended questions. However, she does not always allow time for children to think, answer questions and develop their own ideas, without being interrupted. This means that they are not always able to be deeply involved in their learning.

p.3

who attend

The childminder teaches children early mathematic skills, introducing the concepts of counting, mixing different coloured paint and using positional language, such as, 'under', 'over' and 'up high'. Children are encouraged to speculate and test ideas through trial and error. For example, they work out where they can pour the water so it flows down the guttering and where to position different vessels to collect it. As a result, children develop good critical thinking and problem solving skills. The childminder promotes children's imagination and creativity well. She provides different activities, such as, fabrics and pegs for children to design their own den. They make tree goblins from clay and fairy paint pallets from colours of the forest. As a result, children explore using their different senses and develop a curiosity of the natural world. The childminder encourages children to sit together at lunch time and during activities. She offers gentle reminders to share and take

p.4

who attend

turns and, as a result, children behave well and learn good social skills. This helps to prepare them for their move on to school and other settings.

p.4

who attend

Partnership working with parents is good. The childminder has introduced an induction document to invite parents to share their children's care routines, learning and developmental milestones. She uses this information to form a base-line assessment, which informs her planning to meet all children's individual needs. She offers ongoing information and invites parents to contribute to their children's development records, so they can share children's learning at home. The childminder completes the progress check for children between the ages of two- and three-years to ensure that any need for early intervention can be identified. As a result, children make good progress, including those with special educational needs and/or disabilities and those for whom English is as an additional language.

p.4

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

Children arrive at the childminder's with confidence and excitement as they are welcomed by the childminder and other children. The childminder forms close bonds as she shows sensitivity to the children's needs and offers hugs and reassurance if they become upset. Children are provided with a good range of interesting and well-maintained resources which they enjoy and can access independently. Therefore, children are self-motivated and feel a sense of belonging. The childminder has good relationships and knows the children and their families well and, as a result, children are well cared for and their needs are met. Parents comment that their children are happy and enjoy their time at the childminder's. They share children's care routines to ensure a consistent approach and comment that they feel very supported by the childminder, for example, regarding establishing toilet training. The childminder offers guidance to parents to promote

p.4

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

effective behaviour strategies. She gives clear explanations of expectations to children and, as a result, they behave well and play cooperatively. They are emotionally secure and develop good social skills to support school readiness.

p.5

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

The childminder provides children with suitable challenges, for example, as she invites them to hunt for insects and reptile models and climb under and over hurdles. Children develop good physical skills, as the childminder offers praise and reassurance and children know how to take sensible risks in their play. They are self-motivated and confident to try things for themselves, such as, balancing and negotiating the rungs on the climbing frame. The childminder provides tools and equipment for children to use, such as using microscopes in play and managing their own cutlery at meals times. Consequently, children learn to use resources safely. The children enjoy delicious, nutritious home-made food, such as, cottage pie and a choice of vegetables and fruit. The childminder has invested in a shelter for the outdoors so children can benefit from fresh air and physical exercise as they enjoy playing out in all weathers. They splash in puddles and learn about

p.5

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

putting on their coats to keep themselves warm and dry. The childminder promotes good hygiene routines, such as hand-washing before meals and after toileting and, therefore, children learn healthy habits and manage their personal needs well.

p.5

provision

The childminder has a very good understanding of her responsibilities in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. She has completed safeguarding training and demonstrates a very good understanding of how to keep children safe. She knows what to do if she has concerns about children in her care. All adults in the house have undergone the necessary suitability checks to ensure they are suitable to be in contact with children. The childminder ensures that all children take part in fire drills so they become familiar with the evacuation procedures to keep themselves safe in an emergency. She has completed relevant first-aid training and manages risks to children's safety, supervising them closely. Accurate records, including a written procedure for dealing with concerns and complaints, are maintained to keep children safe. The childminder also has a good understanding of her responsibilities in meeting the learning

p.5

provision

and development requirements, including the requirements for monitoring, planning and delivering the educational programmes for children. Accurate assessments are completed to effectively monitor children's progress. These are used to inform planning to promote all children's learning and development. They are also used to identify any areas where children may need additional support to ensure that gaps in learning are rapidly closed.

p.5

provision

The chilmdinder has made good progress since her last inspection. She holds a childcare qualification at level 3 and is keen to further improve her practice. For example, she attended training which has helped her to improve her planning for the outdoors, including, the development of an area in the local woods with other childminders and the children, in which they can explore the wildlife. She makes good use of self-evaluation documents to reflect on her practice and promote continuous improvement. The views of parents and children are used to evaluate the service she offers. For example, she ensures she follows care routines to ensure children are offered continuity at home and at the childminder's setting.

p.5

provision

Partnership working with parents is good. Parents comment that they feel supported by the childminder and are happy that their children are progressing well. As a result, children are making good progress towards the early learning goals. The childminder has recently introduced a new induction form and secure on-line system to strengthen the already good contributions parents make to their children's learning and development. These have been developed to be used alongside children's existing development files, to offer busy parents an additional method of communication. However, these have not yet been fully embedded to maximise opportunities for sharing information and promoting children's learning at home so they make swifter progress. Support is provided from the local childminding network to monitor and improve the quality of the childminding business. The childminder completes progress records for children who go on to school or

p.6

provision

another setting. She has good links to the local children's centre and liaises with other agencies to provide additional support, if required, to ensure that all children's individual needs are met.

p.6

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

p.6

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

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number EY388797 Local authority Lancashire Inspection number 859147 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10