Childminder in Lancashire

Inspection date

Previous inspection date 23/09/2014 04/02/2010

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 The childminder tracks children's development from their starting points. As a result, children are making adequate progress towards the early learning goals.  The childminder has developed effective settling-in procedures. Consequently, children form strong attachments to the childminder.  The childminder has developed well-established partnerships with parents and shares information to help them support their child's learning at home. As a result, children benefit from a continuity of care.  The childminder supervises children appropriately and assesses any potential risk to children in her home. As a result, children are safe in her care.

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It is not yet good because

 The quality of the childminder's teaching is inconsistent. Therefore, children are not always effectively challenged. As a result, children do not always make the best possible progress.  The childminder does not support children to wash and dry their hands after mealtimes. As a result, the opportunities for children to learn about effective hand washing are not put to best use by the childminder.  The childminder does not provide sufficient resources to promote diversity. As a result, children do not learn about similarities and differences of people in the world around them.

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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 had a tour of the childminding setting.

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Inspection activities

 The inspector took account of the views of parent's from information included in the setting's parent surveys.  The inspector looked at children's assessment records and planning documentation.

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Inspection activities

 The inspector sampled a range of documentation and checked evidence of the childminder's self-evaluation forms.

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Information about the setting

The childminder was registered in 2008 on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two young children in Leyland, Lancashire. The family has a pet dog. The whole of the ground floor is used for childminding, with the exception of the kitchen. There is an enclosed garden for outside play. The childminder is currently minding four children, two of whom are in the early years age group. She also offers care to children aged five to 11 years. The childminder lives close to local schools, and parks. She also attends local toddler groups. The childminder receives support and guidance from the local authority.

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must:

 improve the quality of teaching, to ensure children benefit from a balance of adult-led and child-initiated play, which is purposeful and challenging and helps children to make best progress.

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

 develop opportunities for children to be supported to wash and dry their hands during routines, so they can learn about effective hand washing

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

 provide a wider range of resources to promote diversity, so that children have more opportunities to learn about the similarities and differences of people and the world around them.

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who attend

The childminder has a suitable knowledge of the learning and development requirements of the Early Years Foundation Stage. Children are making steady progress towards the early learning goals. This is because the childminder has developed a system to track children's development. She observes and assesses children regularly and encourages parents to contribute to their child's observations and Wow moments for when their child has achieved a special milestone. The childminder's tracking system allows her to identify children's next steps in their learning. She uses this information to develop an educational programme, which enables her to plan activities that meet the learning needs of children. As a result, children benefit from a lovely range of experiences and activities, which satisfactorily support their learning.

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who attend

Children enjoy their time in the childminder's care. This is because the childminder provides younger children with an interesting range of resources and activities, which also appropriately promote their development in the prime areas of learning. Young children explore in a treasure basket, filled with sensory materials and various objects with different textures. Young children use push-along prams, provided by the childminder, in readiness for their walking and they pull themselves up to stand with support from the childminder. The childminder uses repetitive words during activities, to support young children in developing their language acquisition. The childminder plans a sand activity and puts play farm animals in the sand pit for young children to explore. However, she misses some opportunities to challenge children's learning during these activities. Consequently, young children get distracted easily and do not always display the

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who attend

characteristics of effective learning. Therefore, they are not always making the best possible progress. Nevertheless, children are developing most skills, in readiness for their next stage of learning.

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who attend

The childminder has a sound knowledge and understanding of how to promote effective partnerships with parents and other professionals. She has developed a pack for parents, which enables her to support them in gaining an understanding of the Early Years Foundation Stage. She has made links with the local nursery school, in order for her to share information when children make the move to and from her setting. Through informal conversations and the use of a daily diary, the childminder keeps parents informed of their child's progress and achievements. She shares the child's learning journal with parents and encourages them to comment on how they feel their child has progressed. Parents make comments to say they feel their child is happy and making progress in the care of the childminder. As a result, children benefit from a continuity of care both with the childminder and at home.

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

Children are happy and settled in the care of the childminder. They are welcomed into the setting by her and leave their parent's side with ease and confidence to begin the morning play session. Children have settled in well because the childminder has developed effective induction procedures, which help to build relationships with the family. Parents and children are invited to settling-in sessions and the childminder collects information of each child's family and background. As a result, children have developed attachments to the childminder and are confident and secure in her care. Additionally, these positive relationships with families, promote children to be emotionally prepared for their next stage in learning.

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

The childminder supports children as they begin to learn about how to manage their own personal safety. For example, she teaches older children about potential hazards, during routine fire drills and discusses how to cross the road safely with children. Young children manoeuvre around furniture with support from the childminder when necessary. As a result, children learn to assess their own risk and develop some skills in independence. The childminder is a positive role model and she effectively teaches children good manners and praises children's achievements. As a result, children's self-esteem is nurtured and they behave well and form friendships with their peers.

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

The childminder provides children with frequent opportunities to play in the fresh air and be physically active, during outdoor activities. Children collect pinecones and leaves on a walk to the local park with the childminder. They climb and explore in the secure outdoor area in all weathers and have access to various ride-on cars and a trampoline. The childminder provides children with balanced healthy snacks, home-cooked meals on a daily basis, and fresh drinking water through out the day. However, the childminder does not support children to wash and dry their hands after mealtimes. She wipes their hands with a baby wipe rather than washing them with soap and running water. Therefore, opportunities for children to learn about effective hand washing are not put to best use by the childminder.

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provision

The childminder has a sound knowledge of the safeguarding requirements of the Early Years Foundation Stage. This is because she understands her role in protecting children from harm. For example, she is familiar with the procedures to follow should she have a concern for a child. She is able to recognise the signs and symptoms of abuse or neglect, as she has attended up-to-date training. This training has provided her with the underpinning knowledge to be able to implement effective safeguarding policies and procedures, which include contact details of local professional agencies to support her if she has any concerns. The childminder supervises children at all times and the premises are kept secure. A safety barrier prevents children from gaining access to the kitchen area. As a result, children are protected from harm in the care of the childminder.

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provision

The childminder has developed a range of policies and procedures to support her practice, which are available for parents. She ensures documentation, which includes sensitive information, is locked away, to ensure sensitive data is protected. The childminder carries out regular fire drills and has risk assessed the premises to ensure that risks to children's safety are minimal. Policies and procedures are in place for the childminder to document any accidents or existing injuries and are evaluated effectively and shared with parents. The childminder continues to embed her policies and procedures to monitor the delivery of the educational programmes for all children. For example, the childminder's planning covers the seven areas of learning and she uses her assessments of children's learning and development to track their progress. However, the quality of her teaching is not sufficiently focused to ensure consistency is maintained. Nevertheless, children are making

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provision

steady progress towards the early learning goals.

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provision

The childminder has put in place targets to improve since her last inspection. She has been proactive in contacting the local advisory services to support her to further develop her practice. The childminder has developed a system to share information with parents, in order for them to continue their children's learning at home. She has also contributed to a self-evaluation form, which highlights what she is doing to meet the requirements of the Early Years Foundation Stage. The childminder has attended regular training, to include effective partnership working and supporting young children's language development, with the use of baby signing. This demonstrates a positive attitude and willingness to improve her practice to benefit the outcomes for children.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. We re-inspect nurseries and pre-schools judged as requires improvement within 12 months of the date of inspection. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement action. The provision is failing to give children an acceptable standard of early years education and/or

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Grade Judgement Description

is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met There were no children present at the time of the inspection. The inspection judgement is that the provider continues to meet the requirements for registration. Not met There were no children present at the time of the inspection. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

Unique reference number EY369423 Local authority Lancashire Inspection number 878575 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

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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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