Cowell, Nina

Inspection date

Previous inspection date 19/09/2014 11/06/2009

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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

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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 range of interesting experiences, which meet their individual needs and interests and therefore, contribute to their continued good progress.  Strong relationships with parents ensure they are fully engaged in their children's learning. Their contributions are valued and significantly contribute to the planning and assessment of their children.  Children are happy and content and settle easily due to the very close bond and secure relationship established with the childminder.  The childminder's secure knowledge of child protection and including children in managing their own behaviour, means that they are protected and safeguarded.

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It is not yet outstanding because

 The childminder does not always include explanations of the reason for hand washing, so that children gain a broader understanding of the importance of good hygiene.

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Information about this inspection

Inspections of registered early years provision are:  scheduled at least once in every inspection cycle – the current cycle ends on 31 July

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage or where assessment of the provision identifies a need for early inspection  prioritised where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

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

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Inspection activities

 The inspector and the childminder discussed the activities children completed during the inspection.

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Inspection activities

 The inspector looked at children's assessment records, planning documentation, evidence of suitability of household members and a range of other documentation, including the safeguarding procedures.

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Inspection activities

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

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Information about the setting

The childminder was registered in 2006 on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She lives with her husband, who also works as her assistant and children aged eight and six years in the Walton le Dale area of Preston, Lancashire. The whole of the ground floor, two bedrooms on the first floor and the rear garden are used for childminding. 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 woods and park on a regular basis. She collects children from the local schools and pre-schools. There are currently 20 children on roll; 10 are in the early years age group and attend for a variety of sessions. The childminder provides funded early education for two-, three- and four-year-old

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Information about the setting

children. She operates all year round, from 7.15am to 6pm, Monday to Thursday and 7.15am to 5.30pm on Fridays, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years and holds Qualified Teacher Status.

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

 include explanations of the reason for hand washing, so that children gain a broader understanding of the importance of good hygiene.

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who attend

Children make good progress because the teaching and learning is good. The childminder works with her assistant to provide educational programmes that offer interest and challenge across the seven areas of learning. She offers flexibility to follow children's interests, responds to their ideas for developing their own play and provides structured activities to teach specific knowledge and skills. Children choose from a wide range of interesting, good quality resources. For example, as they become absorbed in piecing intriguing coloured shapes together and then peer through them as they notice how things change colour. They use pretend scissors to pretend to be a hairdresser. As a result, children develop confidence to explore and investigate and find their own ways of doing things. The childminder provides good models of language as she offers a running commentary while children play. She repeats words and phrases and extends vocabulary

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who attend

as she teaches them new words. Children enjoy joining in with number songs and rhymes. They take turns to press the corresponding buttons on the information and communication technology books as they predict the story. Consequently, children play cooperatively together and develop good communication and language skills. The childminder incorporates mathematical concepts into children's play and routines, as she encourages them to count each other during 'welcome time'. Children use their fingers and slide pegs along the washing line. The childminder has numbered mats for hopscotch and different sized dinosaur models for children to differentiate between big and small. Children also take their socks off to count their toes and talk about the different coloured socks. The childminder extends play further, sets children tasks and asks appropriate questions. For example, as she invites children to work out what song she will sing by

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who attend

looking at her gestures and asks them what the next letter is as they write their name. Consequently, children are able to solve problems, make predictions and think critically. Children develop good physical skills as they use the large play equipment in local parks. They express themselves freely as they move their bodies to music and run around outdoors. The childminder uses comprehensive observations and assessments to identify children's next steps in learning, inform planning and therefore, support their progress. She takes account of children's stages of development and abilities. For example, she knows that younger children will enjoy dabbing their fingers into the paint to make patterns and older children learn to use just the right amount to make their own unique finger prints. As a result, children remain interested and motivated to learn. The childminder encourages children to have a go and keep trying, for example, as they

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who attend

concentrate threading the straps on their shoes. Therefore, they develop good skills and dispositions to be ready for their next stage in their learning, including their move onto school.

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who attend

Partnerships with parents to support teaching and learning are good. The childminder invites parents to share their children's starting points, ongoing progress and ideas to extend learning at home. For example, parents are offered suggestions of how to incorporate mathematical concepts as they bake with their children and they are invited to participate in charity events. When children start in her care, the childminder asks parents to complete information to establish their abilities and interests. As a result, she is able to plan for children's learning from their first day at the setting. The childminder has high aspirations for the children and uses relevant guidance documents to identify if they are showing typical development, at risk of delay or ahead for their age. She 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 and supported appropriately. As a result, any

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who attend

gaps in children's learning are quickly closed and all children make good progress, including those with special educational needs and/or disabilities and those, who speak English as an additional language. Parents comment that they are very happy with their children's progress and the information shared with the childminder.

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

Children form close bonds with the warm, friendly childminder. Partnership working with parents regarding children's care needs is good. This is because routines are discussed and monitored to ensure a consistent approach, including toileting and dietary requirements. Parents comment how the childminder's flexible settling-in programme ensures that their children are given plenty of time to familiarise with the routines. The childminder encourages children to interact with others, to experience and manage their feelings and be in control and confident about themselves and their own abilities. Children's creations are celebrated and displayed around the setting and they enthusiastically find their own photograph to self-register during welcome time. As a result, children develop a strong sense of pride and belonging. The childminder is a good role model and shows children genuine interest and respect. She offers clear boundaries

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

and expectations and consequently, children listen attentively and learn to understand and respect each other's needs and opinions. The childminder gathers information from parents to establish children's changing interests and builds on these throughout their time at the setting. For example, she offers favourite books and songs for children to choose from. As a result, children form close bonds and attachments with the childminder and they settle-in quickly.

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

The childminder teaches children to listen to instructions and be attentive, for example, as she tells them what will happen next as she prepares them for lunch and nap times. Consequently, children are confident and learn to anticipate routines. The childminder teaches children about their personal safety and to be aware of others. For example, children gain confidence using equipment safely, as they are reminded not to go too fast on the see-saw and use the cutlery with care. Children participate in fire drills and become familiar with the evacuation procedure and consequently, they learn to keep themselves safe. Children's independence is nurtured well as the childminder offers them choices, as they select their own resources to play with. They eat a range of nutritious food, which is balanced and healthy, for example, home-made spaghetti bolognaise, fresh salad and fruit. Children access the rear garden and visit local parks to gain good skills using larger

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

equipment. They visit local woods to explore the natural world and feed the ducks in the pond. Children plant and care for sunflowers and predict which grow the tallest. Younger children sit on the childminder's knee as they learn to wash their own hands in the basin. Older children have a step, so they can manage hand washing and drying their own hands independently and develop good self-care skills. However, the childminder does not always include explanations of the reason for hand washing, so that children gain a broader understanding of hygiene practices to further contribute to their good health.

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

Children's thoughts and feelings are sought and valued by the childminder. They are encouraged to decide for themselves how to represent their ideas and consequently, they are self-motivated. The childminder values and supports children's individual interests, choices and approaches to play. For example, they go on trips to the railway museum following children's fascination with trains and they express themselves creatively painting rainbows. Consequently, children develop confidence and positive attitudes towards themselves as learners. The childminder is sensitive and responsive to children's needs. For example, she gives children her time and individual attention and therefore, they feel they are valued and listened to. She acknowledges when children become tired and hungry. Consequently, children develop good physical and emotional security, which supports their well-being.

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provision

The childminder understands her responsibilities in meeting the learning and development requirements of the Early Years Foundation Stage. She completes comprehensive observations and assessments, which she uses to plan effective educational programmes that provide good levels of challenge, tailored to children's age and stage of development. Progress records are completed for children, who go onto school or another setting. Plans are put in place to support children with special educational needs and/or disabilities and children, who speak English as an additional language, to ensure any gaps in learning are quickly closed. The childminder puts a strong emphasis on ensuring children's safety. She has a very good understanding and meets her responsibilities in relation to the safeguarding and welfare requirements. The childminder maintains accurate records, including a written procedure for dealing with concerns and complaints to ensure children

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provision

are kept safe. She effectively manages risks and supervises children closely. The childminder has completed relevant paediatric first-aid and safeguarding training and demonstrates that she understands what to do if she has concerns about children in her care. All adults in the house have undergone the required suitability checks and are suitable to be in contact with children.

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provision

Close, respectful relationships between parents and the childminder provides continuity of care for children. The childminder invites parents to share their experiences of children in the context of their home to build a holistic picture of each child's learning and development. This gives the childminder a deeper understanding to inform her planning and help to inspire and challenge children as they play. Parents speak highly of the childminder and say how they are very happy with their children's progress. Partnership with other providers and agencies are good. The childminder understands how to refer children for additional support and she liaises with other agencies when appropriate, to ensure their individual needs are met. The views of parents and children are used by the childminder to help her evaluate the service she offers, for example, by changing care routines to ensure they are offered consistency at home and at the setting.

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provision

The childminder liaises with staff at the local children's centre and the other settings that children also attend. She monitors and evaluates the effectiveness of her teaching and that of her assistant. The childminder receives support from the local childminding network to help her develop the quality of her service. She has Qualified Teacher Status and evaluates the impact that training has on her practice. For example, following language and communication training, the childminder has worked with other professionals and followed a programme of support tailored to individual needs. As a result, all children are making good progress.

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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 EY321390 Local authority Lancashire Inspection number 862412 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 20

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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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