Childminder in Lancashire

Inspection date

Previous inspection date 25/09/2014 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable 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 good knowledge of how young children learn and teaching is strong. She offers a high level of care and praise to the children throughout daily routines and activities. Therefore, children are able to build on what they already know while acquiring new skills confidently with effective support and guidance.  The childminder supports children's well-being by offering positive and secure attachments. Consequently, babies and children are able to enjoy quality time with the childminder while developing their independence and self-confidence.  Partnership with parents is very strong using good home links and effective communication. As a result, parents speak very highly of the childminder and trust her knowledge and expertise that their children are safe and making progress.  The childminders knowledge of safeguarding is very good. The childminders utmost priority is keeping children protected and away from risks. As a result, children are able

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This provision is good

to learn and develop in a safe and secure environment.

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It is not yet outstanding because

 There is scope to enhance children's opportunities to explore, investigate and develop problem solving skills using a wide range of resources and natural materials both indoor and outdoors.

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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 children's activities in the lounge and kitchen.

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Inspection activities

 The inspector conducted a joint observation of a child led activity with the childminder.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the inspection.

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Inspection activities

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

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Inspection activities

 The inspector checked evidence of suitability and qualifications of childminder, the childminder's self-evaluation form and improvement plan.

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Inspection activities

 The inspector took account of the views of parents spoken to during the inspection and from information recorded in written questionnaires.

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Information about the setting

The childminder was registered in 2013 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children, aged ten and twelve in a house in Grimsargh, Preston, Lancashire and uses the whole of the ground floor for childminding. There is a garden available for outdoor play. The family has pet rabbits. The childminder attends a childminder group and the local children's centre. She visits the local shops and park on a regular basis and collects children from the local schools and pre-schools. There are currently six children on roll. The childminder operates all year round from 7.30am to 5.30pm, Monday to Friday except for family holidays.

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

 extend children's opportunities to explore and play with a wide range of resources and natural materials to provide children with experiences to further develop their investigation and problem solving skills.

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who attend

The childminder has a secure knowledge of the children within her care, particularly children who have not been attending for a long while. The childminder's warm, friendly and calming manner ensures she is attentive to all children's individual needs. As a result, children feel safe, secure and enjoy being in her care. The childminder has a high level of awareness towards children's learning and development needs and is mindful that all children develop at different rates. This is reflected through the children's planning and assessment records. Their assessment records are informative and tailored towards their individual interests, which are reflected in the childminder's thorough and consistent observations. Consequently, the childminder captures new milestones within children's development and plans their next steps accurately. For example, a child's passion for diggers and cranes is well supported with local walks to a community development site

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who attend

which is currently being renovated. The childminder extends children's learning by talking about what is happening, how it is happening and why it is happening. As a result children are able to put their play experiences with diggers and cranes into real life, first hand experiences while building on existing vocabulary. Children are able to remember this experience and can confidently talk and ask questions related to this area of interest. The childminder has clear systems in place to support her in monitoring the progress of each child in her care. Her robust system to establish children's starting points is effective and supports her well in getting to know the children. The tracking document is completed by the childminder a few weeks after the child has settled into her care. She has recently requested for parents to complete the same tracking document to further support children's starting points. Consequently, children's future planning is accurate and

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who attend

incorporates the child's achievements at home and at the childminder setting. This enables the childminder to account for children's wider experiences when she plans, and enables parents to continue their child's learning at home. This ensures children receive good levels of continuity to help them make consistently good progress in their learning and development.

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who attend

The quality of teaching is good and the childminder has a strong emphasis on developing children's learning further. She actively researches new ideas to incorporate into the children's daily routines. These ideas often stem from the various groups which the childminder and children participate in. Consequently, children are provided with opportunities to develop their learning and master the skills to progress further. Children have access to a good range of books. They are encouraged to read alongside the childminder or together as they study the symbols and pictures of the stories being told. The childminder is skilled in introducing mathematical learning into children's chosen activities. For example, counting how many small brick pieces they have used to build their tower and exploring the concept of grouping as they identify and learn about colours. This range of resources provided for this activity are good, however they do not maximise

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who attend

the potential for children to develop their imagination and creativity. This is because, the resources that are provided are designed to provide a specific piece of evidence for checking children's development rather than enabling children to extend and explore their own ideas. Consequently, there are missed opportunities for children to develop their investigation and problem solving skills through a variety of natural materials and various play experiences.

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who attend

The childminder uses a broad range of services provided within her local community to cover all seven areas of learning. For example, she regularly takes the children to groups carried out at her local Children's Centre. These include childminder link groups and 'Healthy Heroes' along with visits to the local library to source a variety of books. This promotes opportunities for younger children to experience play in larger groups and develop their confidence in new experiences. Consequently, it supports children to progress well in their personal, social and emotional development and communication and language development and prepares them for their next stage in learning.

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

Children are emotionally settled in the childminder's company and enjoy spending quality time with her. Younger children who attend are happy to be cuddled and appreciate being able to snuggle into a familiar and trusted adult. For example, a baby's first day with the childminder was positive and reassuring as the baby settled well, and developed an attachment and secure bond with the childminder very quickly. This occurred as a result; of the continuous settling sessions that are provided beforehand to gradually build up the child's confidence and awareness of the childminder. The childminder is able to tune into children's individual needs and recognises that children require constant reassurance when out of sight. The childminder actively talks to the children when out of sight to comfort and reinforce she is still around. As a result, children are able to continue to focus on the activity at hand while developing their understanding that support is there when needed.

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

The childminder is a positive role model to all children in her care. Through consistent use of praise and encouragement, children are keen to behave positively and often approach new experiences with confidence. The childminder operates clear and simple routines that support children's individual needs. As a result, children's behaviour is calm and resources are accessed with ease at the beginning of their session. The childminder actively discusses with the children about keeping others safe and promotes respect towards others around them. Therefore, older children who attend the setting nurture the younger children. For example, an older child was able to pass a baby their cup of water during play and happily turn pages of a book for the baby to see. The childminder offers a mixture of adult and child-led activities to support all areas of children's development. The childminder's environment is warm and welcoming with a friendly atmosphere throughout.

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

Therefore, activities which are planned are successful and enjoyed by all. The childminder observes and takes photographs of the children participating in activities. These are displayed at child eye level around the environment. As a result, children independently enjoy studying the photographs and are able to identify their peers. The childminder supports this and encourages conversation about what happened in the activity, supporting children's communication and language skills effectively. Children develop a strong sense of belonging and are emotionally equipped with the skills they need for their future move to their next setting and school.

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

The garden is a secure place for children to develop and promote their physical development and trips to the park enable them to learn how to take more challenging risks. The children enjoy taking an active role in caring for the family pet rabbits while learning about correct hygiene procedures. The childminder has plans to develop her garden to provide more resources for older children and mark making opportunities on a larger scale. Inside there are effective storage facilities and clean and very hygienic areas for toileting, hand washing, nappy changing and food preparation and eating areas. Children enjoy healthy, nutritious and homemade meals and snacks while sat together in the kitchen area in highchairs. The childminder uses this opportunity to spend quality time with the children to develop their social and interaction skills through positive discussions and sharing rhymes and songs. As a result, children are content to finish their meals.

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

Personal hygiene is promoted to a high standard with older children washing their hands and face before and after eating. This has become embedded into all routines with children building their self-confidence to do it for themselves.

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provision

The childminder shows a high level of awareness to her responsibility to ensure that her practice meets the safeguarding and welfare requirements of the Early Years Foundation Stage. It is embedded throughout her practice, ensuring that all children are kept safe and secure. The childminder is fully aware of procedures to follow should she have concerns regarding a child's welfare and who to contact for support. The childminder puts the child at the core of her practice, ensuring all policies and procedures reflect children's needs. The childminder keeps an up to date portfolio of evidence including policies and procedures, risk assessments, qualifications and a copy of her Disclosure and Barring Scheme. This portfolio is at hand for parents to view when they wish. The childminder carries out comprehensive risk assessments to ensure all potential risks to children are minimised. The childminder maintains all the relevant documentation and parental

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provision

consents are in place to make sure she meets the children's needs in line with the parents' wishes. The childminder is highly vigilant in following correct procedures for the safe administration of medication to help protect children's health. There are procedures in place for parents to sign when medication has been administered and effective communication is fostered at all times to ensure the correct dose and times are recorded.

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provision

The childminder has shown motivation to learn with regards to the Early Years Foundation Stage Framework by attending relevant courses to update her knowledge and build up her confidence to use it to a high standard. The childminder is pro-active in seeking guidance and support from her childminder co-ordinator. As a result, the childminder ensures she is complying with the legal requirements, keeps up-to-date with current changes and ensures her training and development is refreshed. The childminder has attended a number of training events to support and progress children's developments and has translated her knowledge effectively to her practice. The childminder develops her practice particularly well from liaising with colleagues at her local childminding network group. For example, placing wrist bands onto the children with her phone number recorded while on outings for added security was implemented from open discussions from the support

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provision

group. The childminder uses a pushchair or reins while on outings. She has age and stage appropriate car seats and also double pushchairs in the back of her car to safely transport children from the car to groups. Consequently, children's safety is maximised while on outings and children feel safe in the childminder's care.

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provision

Parent partnership is strong and parents speak highly of the childminder and her practice. The childminder's open and honest approach reassures the parents when leaving their children in her care. The childminder is passionate about keeping parents updated regarding their child's daily events. She records their experiences in their daily diaries, explaining new skills which are developing or areas of development which are being focused on. The parents receive a yearly report detailing children's progress and highlighting the children's next steps in their learning. The childminder's good understanding of child development supports parents in certain areas, such as toileting. The childminder builds up close home-links in order to tune into families' needs. As a result of the strong and close partnerships between the childminder and parents, children progress further and results are more rapid. The childminder has made good links with the

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provision

local schools and supports children's transition and complements their learning. For example, she plays an active role in supporting children with their homework and allows children to access her computer in a controlled way to complete certain tasks. She is aware of developing partnerships with other settings children attend and of working with specialised professionals if she cares for children with special educational needs and/or disabilities.

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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 EY465136 Local authority Lancashire Inspection number 948541 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 6

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Name of provider

Date of previous inspection not applicable

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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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