Fisher, Pamela Louise

Inspection date

Previous inspection date 30/09/2014 19/08/2009

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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 knowledge and understanding of how children learn and develop. Personal, social and emotional development is supported particularly well through the promotion of independence and self-discipline skills.  The childminder provides an educational programme that has breadth and depth. This supports children's progress across the seven areas of learning.  Arrangements for safeguarding are effective and clear policies and procedures are implemented well. The childminder is fully trained in child protection procedures and in how to support children, who may be in need of extra assistance.  The childminder has established effective partnerships with parents, other settings and agencies, in order to better support children's learning and helps them to make good progress.  The childminder effectively reflects on her practice and prioritises improvements that will benefit children the most. She, therefore, demonstrates a strong commitment to

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It is not yet outstanding because

 There are opportunities to further strengthen the depth of information from parents when children first start at the setting to determine clear starting points by considering what they have already learnt and can do from the onset.

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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 premises that are used for childminding.  The inspector observed the childminder as she interacted with the children.

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Inspection activities

 The inspector checked evidence of the suitability and qualifications of the childminder.

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Inspection activities

 The inspector talked at length with the childminder about her practice, including her work with the children, parents and other agencies.

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Inspection activities

 The inspector viewed a wide range of documents, including parents' testimonials, children's progress files, relevant policies and procedures and other health and safety information.

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Information about the setting

The childminder was registered in 2003 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three children aged 16, 12 and nine years in a house in Heysham, near Morecambe, Lancashire. The childminder is registered to work with assistants. The whole of the ground floor and the bathroom on the first floor is used for childminding. There is an enclosed garden available for outside play. The family has a pet dog. The childminder visits shops, parks and activities in the local area. She collects children from the local schools. There are currently seven children on roll, three of whom are in the early years age range and they attend for a variety of sessions. The childminding provision operates all year round, from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder supports children with English as an additional language. She is a community childminder,

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Information about the setting

offering respite care to children with special educational needs and/or disabilities. The childminder holds a National Vocational Qualification in childcare at Level 3. She 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:

 strengthen further the good information gathered from parents and carers to determine clearer starting points about children's care and learning when they first start at the setting.

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who attend

The childminder has a good knowledge and understanding of how children learn. Consequently, she provides a wide range of activities that stimulate, motivate and maintain children's interests. Observations are evaluated to help her determine children's next steps in their learning. As a result, children are appropriately challenged and make good progress. The childminder is skilful in tracking children's progress. Assessment sheets are comprehensive and show clearly how well children are developing. As a result, any gaps in children's development and learning are easily identified. Children's learning files provide a delightful account of their experiences within the setting. The learning files contain photographs of children taking part in a broad range of activities and experiences. These link to the areas of learning and make reference to the age and stage of development, helping to monitor development. The childminder shares the files and

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who attend

progress records with parents. This ensures that they are kept fully informed and involved in their children's education and care. In addition, the childminder discusses any concerns and works together with parents and other agencies to ensure children's needs are fully met. She respects parents' wishes by ensuring children with English as an additional language are suitably supported in learning English. To support children further in their language and communication, the childminder is learning and using some basic vocabulary, numbers and colours in their home language.

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who attend

Children enjoy exploring the accessible resources that are available. Young children explore the natural materials in the basket. The childminder promotes sensory development as she asks children what the items feel like. Children choose to play with the garage and find a part that comes off. The childminder effectively intervenes and extends children's learning by providing some role-play tools, such as a hammer and screwdriver. She models what to do and children extend their play by imitating the actions. Consequently, children develop their physical skills, hand-and-eye coordination and gain an understanding of how things work. Children learn the necessary skills to support them in their next stage of learning, such as nursery or school. For example, the childminder promotes lots of communication as she asks questions to children. She gives young children time to think and answer, checking her own understanding by repeating

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who attend

the answer to ensure accuracy. Young children nod and gesture to make their needs known. The childminder encourages speech and language by asking children to say, 'Yes' or 'No', 'Please' and 'Thank you'. Consequently, children are effectively supported in making progress in communication and language and personal, social and emotional development. Children learn to develop a love of books, supporting the emergence of early reading skills. This is because there are a wide range of books and reading materials readily available for children to choose. Children have opportunities to express themselves freely using paint, crayons and craft materials. They develop their physical skills as they use the different crayons and writing tools, showing pleasure in their achievements as they create their own pictures. The childminder links the teaching of colours to seasonal themes, so that children make connections to real-life experiences. This helps to

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who attend

consolidate their learning. Children enjoy going for walks and exploring the environment as they look for seeds and conkers. The childminder promotes learning further as she encourages children to observe the colours and the shapes of the autumn leaves. As a result, children develop an understanding of the world and learn some mathematical language, while benefitting from the fresh air and exercise.

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who attend

The childminder effectively engages with parents and carers. She discusses and gathers relevant information about children's care and education needs from the outset. This information, along with observations on children, helps to set a baseline for tracking their progress. However, there is room to strengthen the amount and depth of information collected, in order to provide clearer starting points and make assessments even more precise. All documentation is shared with parents, helping to make them feel involved. The childminder encourages parents to continue learning at home and provides advice and guidance to support children's care and learning. Parents are able to gain a very good understanding of what their children do and learn at the setting. This is because the childminder provides informative newsletters that explain the activities planned and how their children benefit through the seven areas of learning.

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

The childminder develops a genuine bond with children and offers a settled, close relationship with them. Younger children demonstrate their extremely close attachments by staying close to the childminder when feeling unsettled. The childminder effectively supports their emotional well-being by responding to their immediate needs. For example, she picks up and cuddles them at the same time as providing reassurance. Consequently, children develop feelings of trust as they are comforted. This means that they are more self-confident and ready to take advantage of the play and learning opportunities on offer. The childminder is clear and consistent in promoting positive behaviour. She encourages politeness and good manners and teaches children to be courteous and to respect others. Consequently, children learn the difference between right and wrong, behave and socialise well and learn the intrinsic values of society.

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

The childminder promotes healthy all-round development and lays the foundations for long-term well-being. She promotes healthy eating by offering fresh fruit or yogurts on a daily basis. For example, children choose to eat mango and strawberry, relishing the succulent fruits. Children also benefit from having nutritious and well-balanced home- cooked meals, which they thoroughly enjoy. In addition, the childminder teaches children about where fresh produce comes from. She initiates activities for children, such as planting and growing different fruits and vegetables, such as potatoes and tomatoes. As a result, children gain a good understanding about how things grow and where their food comes from. Children have ample opportunities to experience energetic play. The childminder has a wide variety of activities available in the garden to promote physical activity. For example, children have a variety of vehicles, such as cars, tricycles and

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

scooters, which they can pedal and push. Children enjoy bouncing on the trampoline and the bouncy hopper, balancing on the see-saw and climbing up the steps to the slide. The childminder encourages children to walk when going to places in the community. She teaches them road safety and explains about hazards in the environment. The childminder is vigilant at all times, while allowing children to explore and discover new places. Consequently, children learn to assess and manage risks, which helps to keep them safe as they grow and develop their independence.

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

The childminder successfully supports children in managing any moves to other settings or schools. Children are regular visitors to the local nurseries and schools in the area. This is because the childminder takes and collects other children on a daily basis. Therefore, children soon become accustomed with the routes to school and other places. The childminder has good links with all the other providers and enters the buildings to collect children. As a result, younger children become familiar with the environment and other adults, making any future moves much easier. The childminder places a high priority on teaching and promoting independence. For example, she sensitively encourages children to manage their own personal and self-care needs as soon as they are able. Children, therefore, acquire the skills, dispositions and attitudes in preparation for school or nursery. Furthermore, effective communication channels with other providers means that she can

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

complement children's learning by linking together activities experienced in other settings.

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provision

The childminder's knowledge and understanding of the welfare and safeguarding requirements are secure. She ensures her own child protection training is current, so that she is fully up to date with procedures. In addition, she regularly takes note of the local authority safeguarding procedures, so that she is aware of any new legislation. As a result, she is clear and knowledgeable regarding the actions to take should she have concerns about a child's welfare. The childminder has a current first-aid qualification, which means that she can administer support to children in the event of an accident or minor emergency. The childminder's policies and procedures are well-written and reviewed regularly. This includes accident and medication records, which are appropriately maintained. The childminder ensures that parents and carers are familiar with her policies and procedures. This guarantees a collaborative approach is maintained, in order to

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provision

secure the safety and well-being of children in her care. The childminder ensures that all household members over the age of 16 years are vetted through the Disclosure and Barring Service. As a result, children are further helped to be kept safe from harm and abuse. The childminder completes robust risk assessments and daily checks on all areas of her provision and for any outings. Consequently, children are always able to play safely and confidently in areas of their choice.

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provision

The childminder monitors children's progress effectively. She has a clear understanding and overview of the progress children have made in the time they have attended. She talks with confidence about children's individual strengths and what she is doing to help them to make further progress. As a result, the childminder effectively supports children's learning and development in the Early Years Foundation Stage and successfully meets their individual needs. The childminder successfully tracks the educational programme for all children, so that they benefit from a wide range of activities. She records all the children's experiences, linking these closely to the seven areas of learning. Consequently, children make good progress towards the early learning goals. The childminder is self- reflective and identifies her strengths and weaknesses. Her development plan clearly identifies some of the areas for development. She closely monitors when she is due to

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provision

undertake compulsory training, such as first aid and safeguarding. However, she also includes plans for other training and further professional development. Consequently, children benefit because the quality of the setting is sustained.

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provision

The childminder occasionally works with assistants. These occasions tend to be on an emergency basis only. However, she ensures all assistants are kept up to date with all policies and procedures, so that children's education and well-being are maintained. The childminder also works closely with a small group of other childminders. They share ideas and keep each other up to date about childminding practice and cascade training to each other. As a result of this secure network, best practice is promoted. The childminder has very strong links with the local authority in her role as a community childminder. She liaises effectively with other education and health professionals, so that the needs of all children, including those with special educational needs and/or disabilities are fully met. Her relationships with parents and carers are equally strong. Feedback from parents is always valued and they make favourable comments about the setting. They emphasise

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provision

how pleased they are with their children's care, learning and development, demonstrating effective partnership working.

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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 EY260375 Local authority Lancashire Inspection number 860518 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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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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