Mawson, Anna Elizabeth

Inspection date

Previous inspection date 18/09/2014 22/04/2009

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early years provision

This inspection: 1 Previous inspection: 1 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 childminder has an excellent understanding of how children learn. Activities and experiences are creative, imaginative and stimulating. They are consistently tailored to meet the individual needs of all children, resulting in a full and exciting educational programme, whereby children make outstanding progress.  The childminder has a comprehensive understanding of safeguarding and implements highly effective policies and procedures to ensure children are safe and their well-being is promoted.  The childminder has superb relationships with children and families, including excellent processes for sharing information about children's progress; helping parents to feel involved in their children's learning.  The childminder is committed to excellence. She strives to continually improve her practice and provision by researching and being pro-active in seeking training opportunities in order to develop her skills further. Consequently, children thrive in her

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This provision is outstanding

care.  The childminder is highly effective in fostering children's well-being. She gets to knows the children extremely well from the outset, so that they settle with ease and flourish in the warm, welcoming and stimulating environment.

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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 premises, observing and talking with children as they played.

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Inspection activities

 The inspector discussed aspects of policy and practice with the childminder at appropriate times throughout the day.

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Inspection activities

 The inspector checked the evidence of qualifications and training certificates, the suitability of all household members and the childminder's self-evaluation form.  The inspector conducted a joint observation with the childminder.  The inspector took account of parents testimonials and completed questionnaires.

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Inspection activities

 The inspector viewed a wide range of documents, including observations and assessments on children, relevant policies and procedures and paperwork appertaining to health and safety.

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Information about the setting

The childminder was registered in 2006 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged 11 and 15 years in Carnforth, Lancashire. The whole of the ground floor of the house is used for childminding. There is an enclosed garden for outdoor play. The family has two pet gerbils. She collects children from the local schools. The childminder visits parks, shops and attends local toddler groups. There are currently four children on roll, all of whom are in the early years age range and they attend for a variety of sessions. The childminder has Qualified Teacher Status. The childminding provision operates all year round, from 8am to 5.30pm, Monday to Friday, term time only. She supports children who speak English as an additional language. 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:

 enhance the already stimulating outdoor learning environment by providing more natural resources to enable children to practise their physical skills even further, such as balancing and jumping.

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who attend

The childminder is highly knowledgeable and has an excellent understanding of how children learn. Activities and experiences are carefully planned to stimulate and motivate children, so that they benefit from high level learning opportunities. The childminder visits children and their families in their own home and collects information through an All about me document. Consequently, she gathers a wealth of information about children from the outset about their likes, routines and abilities. This enables her to establish an accurate picture of children's needs and their starting points. She is highly skilled at building on children's innate curiosity and tailors activities to ensure their individual needs are closely met. The childminder continually observes children in order to assess their development and thus provide appropriate and challenging next steps. As a result, children make excellent progress in their learning and development in relation to their starting points.

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who attend

The highly effective partnerships with parents and carers complement the process of observation and assessment. Parents are encouraged to write in their child's daily diary and discuss any new developments and activities experienced at home. This enables continued shared learning experiences for children, which helps to consolidate learning. The childminder regularly tracks children's progress and shares it with parents. The learning journeys for each child are meticulous and include photographs, observations, new vocabulary and any other relevant information. The assessments include a very detailed written account of the progress check for children between the ages of two and three years. As a result, children's progress is accurately monitored to ensure that any gaps identified are identified early on. This helps to ensure that intervention to support children further is sought in a timely manner, should it be necessary. The childminder is

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who attend

very pro-active in ensuring any children who speak English as an additional language are fully supported in learning English. In addition, she liaises closely with parents and carers to help children develop and use their home language in play and learning. As a result, the childminder provides a fully inclusive environment whereby all cultures and languages are successfully celebrated and valued.

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who attend

The teaching skills of the childminder are outstanding. She knows and understands children exceptionally well. As a result, they thrive in her care. She is highly effective in supporting children to take responsibility, solve problems and come to conclusions through trial and error. For example, one child, riding the bike outside, comes across some obstacles. The childminder watches and waits. When the child asks for help, the childminder sensitively asks the question, 'What can you do to solve this problem?' The child looks, thinks and then gets off the bike. The obstacles are relatively heavy and somewhat cumbersome. However, the child perseveres and moves the obstacles to one side, gets back on the bike and continues to play. As a result, children develop self- confidence in their own abilities to solve problems. Furthermore, they develop their physical skills and gain an understanding of shape, space, weight and other elements of

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who attend

mathematics. Children's communications skills are fostered extremely well. This is because she gives children time to talk, learn new vocabulary and actively listens and responds to their chatter. She promotes excellent thinking skills, as she encourages children to make decisions for themselves. Children washing their hands after the painting activity choose to play in the water for longer. The childminder suggests they choose a toy of their choice to add to the water. One child chooses a battery-operated toy. The childminder skilfully helps the child to realise that this toy is inappropriate by asking the child to check whether there is a place for batteries at the back. The child checks and shows his understanding by choosing a different toy. Consequently, children develop an understanding of the world through first-hand learning experiences. Furthermore, they gain a wealth of skills in preparation for their next stage in learning, such as school.

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who attend

The experiences that the childminder provides are rich, varied and imaginative. She uses highly effective teaching strategies to guide, support and encourage children to be active and independent learners. Children help her prepare for an activity by counting out the number of aprons needed. They independently collect them from the drawer and hand them to the childminder. As the aprons are divided between the children, the childminder begins to teach them further early mathematical problems. For example, she asks how more aprons are needed for the children left. Children competently, work out the answer and enjoy doing high fives, as the childminder praises them for their achievement. The childminder is highly effective in ensuring that activities are suitably challenging for all children, regardless of their age or ability. She promotes sensory development as she initiates a tasty painting activity by using crushed fruit rather than paint. Older children

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who attend

take great delight in learning about the taste and texture of the fruit. They use spoons, paintbrushes and cut vegetables and fruit for printing and painting. The childminder teaches them about where they grow and enhances the activity by linking it to an appropriate storybook. All the children enjoy tasting the fruit and deciding whether they like it or not. The childminder involves babies and younger children by encouraging them to use their fingers, to explore, taste and make colourful marks on the paper or on the high-chair table. Consequently, all children are able to play, explore and discover in fun, exciting and stimulating ways. The constant flow of communication, as the childminder asks open-ended questions, encourages children to think, recall and express their own thoughts and ideas.

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

Children are extremely happy, settled and comfortable in the childminder's setting. They enjoy warm and close relationships with her and are confident and friendly when visitors arrive. The childminder places a very strong emphasis on supporting children's emotional well-being. Children are given time to make their own choices and decisions, so that they feel in control of their routine and experiences. The childminder is an excellent role model, showing respect for children and supporting them well. Consequently, children feel valued, develop a strong sense of belonging and gain high levels of self-esteem. The environment, inside and out, is well planned, spacious and very safe. This enables children to move around, explore confidently and use their imagination. Consequently, high-level learning opportunities take place. The childminder is wholly attuned to children's needs, responding to their requirement to sleep when they get tired. She is sensitive and attentive, sitting

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

with children and looking at books while they settle. Children are comforted to know she stays with them whilst they drift off to sleep, further supporting their emotional well- being. Children's behaviour is exemplary. This is because the childminder is clear in any requests she makes and she is consistent in setting boundaries and helping children to care and look after each other. Her skills are evident as she plays alongside children to help them work out solutions to problems, so that they intrinsically learn about what is right and wrong. As a result, children play harmoniously together and develop good control over their behaviour from a very young age.

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

The childminder places a great emphasis on teaching children to be independent, self- sufficient and adopt good hygiene practices. For example, children are encouraged to attend to their own personal needs, relative to their age. They wash their own hands after using the toilet, eating meals and playing outside or taking part in messy activities. The childminder supports children in making healthy choices for snack. For example, children look at the picture showing a wide variety of healthy options for them to choose. Children take great delight in deciding what they would like for their snack. Children learn about where their food comes from using interactive displays. For example, children move the fruit and vegetables to where they think they grow and match the milk up with the cow. The childminder sits with children as they eat their meal, ensuring the occasion is a valuable social time for children and adults to chat. Children get an abundance of

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

opportunities to be physically active and develop positive attitudes towards the importance of regular exercise. The childminder regularly takes children for walks into the community, for example, the local allotments, parks and the library. Children have access to a spacious outdoor environment, where they can develop their physical skills by riding bikes, playing with balls and using the slide. The childminder plans to support children in extending their skills further by providing more balancing equipment. The childminder is excellent at helping children learn about their environment, the hazards within it and how to minimise risk. This is because she allows children to learn through trial and error and provides clear explanations whilst remaining vigilant at all times.

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

Children are extremely well supported in any moves to other settings that they may encounter. This is because the childminder understands their emotional needs and makes every effort to fully support them. Children get to know her very well before they start at the setting, through home visits. Effective settling-in procedures ensure children are content and relaxed when left for the first time. As a result, they quickly settle and enjoy their time. The childminder ensures that any children going to other childcare providers are fully supported in their care and education. Transition documents are completed efficiently, so that there is mutual sharing of information. In addition, the children's setting diaries are shared to ensure important information is effectively passed over. Consequently, children benefit as all their needs are effectively met. The childminder is proficient in preparing children for school because she has extremely good links with the

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

local schools and knows many of the staff well. She prepares children by providing a wide variety of activities that emotionally prepare them. For example, they take walks to the schools, visit the library, read books and she talks about the routines and what to expect. The childminder is highly skilled in helping children recognise their achievements and abilities, enabling them to build their self-esteem and self-assurance. Consequently, children develop the skills and dispositions in preparation for their moves.

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provision

The childminder has highly effective measures in place to keep children safe and well protected. She is appropriately trained to a very good level and has comprehensive policies and procedures in place. Furthermore, the childminder teaches children how to make choices and take care of themselves. Consequently, children are effectively safeguarded. The childminder demonstrates a distinct understanding of how to protect children from harm or abuse. For example, she clearly explains the procedures to follow should she have any concerns over a child's welfare. She is confident in her knowledge and steadfast that children's welfare and needs are paramount. The robust policies and clear procedures underpin the highly efficient and operation of her service. These are successfully shared with parents and carers, meaning there is a collective approach to the safety and management of the setting. In addition, parents understand her responsibilities

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provision

as a childminder. The childminder conducts thorough risk assessments on all areas around the home and for all trips and outings. This means that children are always protected from potential hazards.

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provision

The childminder demonstrates an excellent understanding of the educational programme to ensure that all areas of learning and development are fully implemented. The continual observations and assessments on children help her to accurately monitor their progress. The childminder has detailed progress notes, which help her effectively track for individual children. These are effectively shared with parents on a regular basis, which keeps them fully informed. Furthermore, children needing additional support are fully supported in a timely fashion. The childminder also observes the areas of provision, to see how children use their learning environment and reflects constantly, always aspiring to achieve more for children in her care. Further training and continuous professional development is high on the childminder's list of priorities. She researches areas of particular interests with enthusiasm, building on her already existing outstanding skill base. As a result, children

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provision

benefit vastly from high quality care and education. She has an extremely strong drive to continually improve her setting and outcomes for children. She has high expectations of herself, which leads to high aspirations. She uses the self-evaluation form effectively to identify her strengths and priorities for improvement and records her goals and objectives on a clear, challenging and yet achievable development plan.

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provision

The childminder works extremely well with parents, carers and other providers. She provides a very comprehensive welcome pack and sends policies and procedures electronically. This gives parents time to read and take in all the necessary information before their children's start at the setting, contributing to positive partnership working. Consistent communication effectively supports children with their continuity of care and learning. As a result, parents are kept fully informed and children benefit from a consistent approach to their learning and development. Parents are extremely complimentary, commenting on the warm, friendly atmosphere that the childminder provides. They add that they are kept well informed and that the progress their children have made is 'truly outstanding'. Although the childminder has no children with special educational needs and/or disabilities, she demonstrates her understanding of who to contact should she need

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provision

additional support to help meet their needs. The childminder has excellent links with other childcare providers and the local schools. This effectively makes a strong contribution to meeting children's needs because of the shared learning opportunities and highly effective communication channels.

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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 EY330441 Local authority Lancashire Inspection number 849111 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

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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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