Childminder in Lancashire

Inspection date

Previous inspection date 25/09/2014 11/07/2012

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early years provision

This inspection: 2 Previous inspection: 3 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder provides a welcoming and stimulating environment, both indoors and outside. The enthusiastic childminder ensure that children are exceptionally well supported in all areas of learning and development.  Good teaching strategies are in place to help children develop early language and communication skills and to support their physical, personal, social and emotional development. Therefore, children are well prepared for their next stages in learning.  The enthusiastic, creative and imaginative childminder effectively promotes children's interest both inside and outdoors. Children enjoy learning about, growing and eating their own fruit and vegetables as part of their nutritious meals and snacks. As a result, children's health and well-being needs are well met.  Children's individual needs are quickly identified and very well met through effective partnerships between the childminder, parents and other providers. Therefore,

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This provision is good

children's care and learning are well promoted.  Children's safety and safeguarding is central to everything the childminder does. Consequently, she supports children's growing understanding of how to keep themselves safe and healthy.

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It is not yet outstanding because

 Opportunities for all children to further extend their use of information communication technology are occasionally not available.

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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 observed activities in the childminder's lounge and outdoors.  The inspector conducted a joint observation with the childminder.

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Inspection activities

 The inspector looked at a range of documents, including children's records, learning journals and observation, assessment and planning documentation, written policies and a selection of other documents.

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Inspection activities

 The inspector checked evidence of the suitability of all adults in the household and the childminder's qualifications, including first aid.

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Inspection activities

 The inspector held discussions with the childminder at appropriate times and interacted with children during the inspection.  The inspector read accounts from parents to take their views into consideration.

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Information about the setting

The childminder was registered in 2006. She lives with her husband and daughter, in the rural area of Cabus, near Garstang in Lancashire. The whole of the ground floor of the property is used for childminding purposes. There is an enclosed garden, with an allotment area available for outside play and learning. The childminder can take and collect children from local schools and pre-schools. The family have two cats. The childminder is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. There are currently two children attending in the early years age range, on a part time basis. The childminder operates from 8am to 6pm Monday to Friday, all year round.

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

 enrich the opportunities for all children to explore information communication technology, so that the environment enhances their very good learning experiences further.

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who attend

Teaching is good. The childminder has effective skills and knowledge of the learning and development requirements and a good understanding of how children learn. As a result, children thrive and are well motivated to learn in this good quality setting. The childminder provides a stimulating and well-organised environment, both indoors and outside. This ensures that children make good progress in all areas of learning and development. Children consistently demonstrate the characteristics of effective learning. There is a focus on helping children to acquire communication and language skills and on supporting physical, personal, social and emotional development. Furthermore, very strong links with parents are firmly established and they fully contribute towards learning activities. This means that children are well prepared for school and their next stage of learning. The childminder wholeheartedly values the natural environment and provide lots of

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who attend

opportunities for children to be outside in all weathers. They move confidently in the outdoor area and handle equipment, tools and resources effectively. For example, collecting leaves and conkers, gardening, including growing pumpkins which they then carve, and picking home grown fruit for snack time. As a result, they develop their physical skills to a high level.

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who attend

Children are consistently supported by the childminder to make connections in their thinking. For example, children role play at post office so the childminder takes them to the local post office, to buy stamps and envelopes. Children use these, having made marks on paper to indicate a letter to their parents. They then post the letters in the post- box. This effectively supports children's critical thinking skills. In addition, they are supported to make links between their indoor and outdoor learning because learning opportunities are rich, varied and imaginative. Reading books is a particularly strong feature of the setting, with children enjoying distinguishing sounds, in a variety of ways. For example, enjoying a wealth of books and acting out their content using puppets and other aids. Consequently, all children demonstrated a love of books and story-telling. This means that all children in the setting enjoy an increasing range of books, which supports

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who attend

their literacy development. Sometimes, information communication technology is not always available, therefore, there are opportunities to further enhance children's technological learning experiences.

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who attend

Teaching is effective and assessment procedures, planning and tracking are comprehensive. The childminder enthusiastically plans learning using the information gathered from parents on entry to the setting. She effectively supports their development and routine care practices. Every child has an individual profile and a record of learning that is of good quality. The childminder has good knowledge of every child's needs and future needs. Relationships with parents are strong and make a good quality contribution to meeting all children's needs. Parents speak to the childminder and a detailed communication book is completed daily. They contribute to learning files and as a result, good relationships are actively contributing to children's learning and progression. For example, parents provide details of particular objectives, such as learning to tie shoe laces, which are skilfully developed in the setting. Therefore, parents and the childminder

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who attend

work in partnership to significantly enhance children's learning.

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

The indoor and outdoor environment is rich, varied, stimulating and well resourced. Resources are stored at a low-level to encourage children's engagement. They can access a variety of resources and are secure and confident in the environment. Children's behaviour is managed exceedingly well. The childminder gets down to children's level and calmly sets out her expectations. As a result, the focus is on a positive atmosphere of mutual respect and trust, where she constantly praises children's efforts and achievements. The childminder has established very positive relationships with children and their families. Parents comment that they find the childminder extremely friendly and supportive. This is because she fully understands the importance of children feeling safe, secure and confident before they show an eagerness and readiness to learn. This approach effectively supports children's emotional well-being and provides the smoothest

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

of starts for them. Therefore, children are confident and self-assured.

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

The childminder ensures that all children form secure bonds and attachments by having individual, settling-in procedures. The childminder is warm and affectionate and has a very good bond with children. Consequently, they greet her with a hug when she collects them from the local nursery and children excitedly tell her what they have enjoyed doing. Therefore, children's emotional well-being is well supported. The childminder ensures children are happy and enjoy their time, by finding out about their individual needs, likes and dislikes and communicating with parents on an ongoing basis. A warm and welcoming environment is provided helping children feel at home, safe and secure, so that they have a firm basis on which to enjoy their learning. Children are emotionally well prepared for the next stage in their learning because the childminder provides good support to prepare them for their moves, both to and from other settings and school.

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

Children independently follow good hygiene routines and are reminded of the importance of washing their hands before snack time and after using the toilet. The childminder ensures any medical or dietary needs are known and managed and all accidents recorded. She holds a paediatric first-aid qualification, which means children's welfare is assured in the event of an accident. The childminder has a good understanding of safeguarding issues, to ensure children are kept safe. She gently reminds children of any dangers to help them learn about keeping safe. For example, she spends a great deal of time discussing road safety and allows children time to understand how to listen for cars approaching. Consequently, children confidently assess risk and learn to keep themselves safe. For example, children accurately assess which plants could cause them harm, such as nettles or certain berries if they are eaten.

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provision

Safeguarding arrangements are good and the childminder understands her role in protecting children from harm. She is aware of what to do should she have a concern about children's welfare, therefore, children are kept safe. The childminder fully understands the importance of ensuring all adults living in the childminding premises are vetted and the procedure to follow in the event of an allegation being made, to assure children's welfare. Documentation resources and records are well maintained and reviewed, which firmly underpins children's safety and welfare.

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provision

The childminder has met the requirements of the actions and recommendations from the last inspection. For example, she has a current paediatric first-aid certificate, and has systems in place to observe and to clearly identify children's next steps in learning. The childminder encourages parents to contribute to their children's learning and development, engages in critical reflective practice, which has a strong emphasis on maintaining high levels of achievement for all children. Therefore, strengths and weaknesses are clearly identified and focused improvement plans are in place to secure continuous improvement. The childminder has a vision to provide an excellent service for the children and their families. The childminder monitors children's learning closely using appropriate guidance documents. She knows the children extremely well and is able to provide an exciting educational programme that enthuses and motivates children. As a result, children are

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provision

developing a positive disposition to learning.

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provision

The childminder has very good relationships with parents. Effective communication systems ensure that parents are kept fully informed of their children's progress. Photographs illustrate the breadth of activities that children are actively involved in during their time at the setting, accompanied by explanations relating to how children learn. Parents contribute to the initial assessment of their children's starting points on entry. They are also provided with a variety of opportunities to support and share information about their children's learning and development at home. Children are well prepared for their next stage in learning, including when the time comes for them to move to school. Feedback from parents is positive and describes the good communication and pleasing activities for children at the setting. For example, they say 'the days are fun filled with a wide range of activities both indoors and out, messy and educational' and 'we're kept fully

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provision

informed of her day through her detailed daily diary which I find really enjoyable to read and very useful.'

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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 EY330566 Local authority Lancashire Inspection number 820555 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 2

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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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