Childminder in Lancashire

Inspection date

Previous inspection date 06/10/2014 23/09/2009

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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 competently plans and evaluates activities and experiences so that they are purposeful and developmentally appropriate. As a result, children make very good progress in their learning and development.  The childminder has established good partnerships with parents and carers. Effective communication methods ensure that parents remain engaged and involved in their children's care and learning at all times.  The childminder has appropriate safeguarding procedures in place to protect children from harm and she carefully assesses risks to her premises and on outings, which help ensure children's safety as they play.  The childminder is highly effective in helping children to settle, build relationships and forge attachments. Consequently, children's emotional well-being is fostered well.

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It is not yet outstanding because

 The childminder's enthusiastic approach does not always give sufficient time for children to consider the answers to her questions or to formulate their response in order to further enhance their critical thinking skills.  Occasionally, the childminder misses opportunities to teach hand washing techniques to children, such as at snack and meal times, and the table for them to sit and eat at is not always available. Consequently, there are missed opportunities for children to learn about cross-contamination and practise good eating habits.

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Information about this inspection

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

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Information about this inspection

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

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Information about this inspection

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

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Inspection activities

 The inspector viewed the premises and talked with children as they played.

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Inspection activities

 The inspector checked the qualifications of the childminder, along with evidence of the suitability of adults living on the premises.  The inspector conducted a joint observation with the childminder.

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Inspection activities

 The inspector viewed a wide range of documentation, including children's learning files, relevant policies and procedures, and the childminder's self-evaluation form and development plan.

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Information about the setting

The childminder was registered in 2003 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged 11 and eight years in a house in Morecambe, Lancashire. The whole of the ground floor and the bathroom on the first floor is used for childminding. There is a fully enclosed garden available for outdoor play. She collects children from the local schools. The childminder visits shops, the library and other activities in the local areas. There are currently four children on roll, all of whom are in the early years age range and attend for a variety of sessions. The childminding provision operates all year round from 8am to 6pm, Monday to Wednesday, except bank holidays and family holidays. The childminder receives funding for the provision of free early education for two-, three- and four-year-old children. The childminder has a childcare qualification at level 3. She is a

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Information about the setting

community childminder, offering respite care to children with special educational needs and/or disabilities. The childminder is a member of the Bay Childminding Network and 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:

 enhance children's ability to think critically and develop a deeper level of understanding by using different teaching strategies. For example, by asking even more open-ended questions, giving children time to think, come to their own conclusions and formulate their own responses

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

 maximise all opportunities to support children further in developing skills in health and self-care, by reminding them each time to wash their own hands before snacks and meals and by always providing a designated place for them to sit and eat.

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who attend

The childminder has a very good knowledge and understanding of how children learn. She concentrates on the three prime areas of learning for the younger children so that they gain fundamental skills for future learning. As children develop and learn, she ensures that the activities and experiences that she provides effectively cover all seven areas of learning. Consequently, children benefit from a broad range of stimulating and exciting opportunities that challenge them effectively. The childminder gathers a good range of information from parents when children first start at the setting. She observes children to assess their characteristics of effective learning, which helps her get to know the children extremely well and how each child learns best. As a result, the childminder plans a very good range of activities that provide effective levels of challenge appropriate to children's age and stage of development. Consequently, children make very good progress in

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who attend

relation to their starting points and develop the skills in preparation for school. The childminder regularly assesses children to ensure that any gaps in learning are identified early on. This includes the progress check for children aged between two and three years. She shares this information with parents and where appropriate, other health professionals. This means that appropriate support and intervention is provided to ensure that children make best progress in relation to their individual needs.

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who attend

The quality of the childminder's teaching is very good and on occasions outstanding. The childminder ensures that children learn from everyday experiences and routines. She promotes lots of memory and recall as she talks to children about where they have been and the activities they have done. The childminder promotes excellent communication and language skills as she talks with children about their visit to the pet shop and to the park. Together they look at the photographic display, pointing and describing the animals. The childminder asks children questions, and actively listens to their replies. Children enjoy learning and repeating the names of the variety of animals and reptiles, such as guinea pig and bearded dragon. In addition, they gain a good level of understanding of the world as they learn about the different animals and how they live. The childminder effectively follows children's interests as they decide to play with the dinosaur characters. She

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who attend

promotes lots of mathematics as she invites and encourages children to count them. Children are taught to classify the dinosaurs as she encourages children to sort them into groups. Children take great delight in comparing the dinosaurs, checking if they can see their teeth, whether their mouths are open or closed and comparing the different sizes. The childminder uses lots of mathematical language as she talks about which ones are heavy or light and big or small. Consequently, children learn a wide variety of mathematical skills, actively learning as they play. The childminder regularly asks children questions to encourage them to think and develop their learning further. However, on occasions, she misses opportunities to ask deeper level questions to promote critical thinking skills in children. For example, as the dinosaur keeps falling over, she automatically picks it up and omits to ask, 'why do you think the dinosaur won't stand up?'

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who attend

and 'why do you think we cannot see his teeth?' The childminder introduces children to play dough. She promotes sensory exploration as she encourages children to smell the dough and identify the aroma. Children show their fascination as they keep putting the dough to their noses, smiling as they take in the fragrance. The childminder promotes physical development as she encourages children to squash and squeeze the dough. She emphasises the words to give them more meaning, promoting their communication and language skills further.

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who attend

The childminder has established strong relationships with parents and cares. She fully engages them from the outset by discussing their children's individual care and development needs. Parents are highly complimentary, stating how the childminder has, from the beginning, been approachable and flexible. Parents also comment on how they trust and value her knowledge and advice, having the utmost confidence in her judgment. Furthermore, parents say how well she has prepared their children for school due to the care and nurturing provided. The childminder keeps parents fully informed of their children's progress and invites comments and ideas to promote learning further. Termly newsletters inform parents of the types of activities planned for the following season, which promotes shared learning opportunities.

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

The childminder is warm, friendly and caring. She works very closely with parents and carers, being flexible and adaptable to suit their individual needs. As a result, very strong relationships are established, contributing to positive outcomes for both the children and families. The childminder liaises with parents to ensure that new children are settled in gradually. She is knowledgeable and sensitive to children's individual needs, helping children to become accustomed to any new routines. Children demonstrate their close attachments by confidently asking for help or making requests. The childminder gives cuddles and emotional support when children need it, developing feelings of mutual trust as she comforts them. Consequently, children's emotional well-being is fostered extremely well. Children confidently explore the environment inside and outside, showing their growing self-confidence and self-assurance. The childminder shows how much she values

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

and respects children as she displays their work and values their contributions. As a result, children become even more self-assured and more willing to try new things, knowing that their efforts are valued. The childminder effectively promotes positive behaviour by giving lots of praise and encouragement. She teaches younger children how to manage their feelings by talking to them and providing a chart to help them express their emotions. Children demonstrate how they are learning care and consideration for others as they check and see if their friends are alright when they fall over. Older children are given responsibilities for setting their own boundaries, which helps them stay in control, keep safe and assess their own risk. For example, children know how far they can run in the park, negotiate the different surfaces of grass and paving slabs and learn to manage the steps and stairs independently.

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

The childminder promotes healthy eating and teaches children about making suitable food choices as part of the daily routine and by implementing activities, such as food tasting. In addition, posters and displays show children the different food options available. She liaises with parents who can provide their own children's packed lunch. As an alternative, the childminder offers nutritious lunches and snacks. The childminder teaches children the basic hygiene rules about washing hands after using the toilet. However, she does not always remind children to wash their hands before eating their snacks and meals. This means that children do not always consistently learn about the benefits of developing this good routine. Furthermore, the table where children usually eat has activities on it for children to return to later. Consequently, children are not able to fully adopt the acquired skills and protocol of eating their meals at the table, which are aspects of health, self-care

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

and social learning. The childminder demonstrates her awareness that being outdoors has a positive impact on children's sense of well-being. Consequently, outdoor play and activities form a large part of the day's activities. Children have a wide range of opportunities to run, kick balls, balance, jump and ride bikes and scooters in the outdoor play area. In addition, the childminder regularly takes children for walks to the beach and to different parks, where they have a range of experiences that stimulate their senses and remain physically active. The childminder teaches children about the effects that exercise has on their bodies, forging healthy and positive attitudes for the future. The childminder effectively provides children with the emotional support in preparation for moving onto other nurseries or school. She chats and does activities with children who are moving settings, so that they can explore their thoughts and feelings. She effectively uses

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

an information sheet between other childcare providers to enable shared learning opportunities to complement each other. The childminder spends time preparing children for school by carrying out interactive displays with them. Children take pleasure in drawing images of themselves in uniform, creating pictures and writing about the activities and the new routines. She enhances this learning opportunity by researching and discussing what schools are like in other countries, giving children a wider outlook on life. The childminder shows a genuine interest in supporting children so that they are emotionally well prepared for any transitions.

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provision

The childminder understands her responsibilities of how to safeguard children. She is well organised and maintains a safe environment for children to play. She completes robust risk assessments and daily checks to ensure that all areas that children play are safe and secure. The childminder has recently completed training in safeguarding and child protection. This means she is fully aware of the procedures to take to ensure children are protected from harm or abuse. She has a first-aid qualification, further helping to keep children safe, while in her care. The childminder regularly checks her smoke and carbon monoxide alarms to ensure they are in good working order. Children are regularly involved in taking part in fire evacuation procedures so that they understand what to do and where to go if an emergency should ever arise. All documentation is completed in detail to support the safe and effective running of the setting. For example, daily records of

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provision

children's attendance, accidents and medication documents. The childminding provision is enhanced by the use of policies and procedures that thoroughly underpin all aspects of children's well-being and learning. These include policies on safeguarding, allegations of abuse and mobile phones.

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provision

The childminder effectively monitors children's progress through an efficient tracking process. Children's development is highlighted on a regular basis, which identifies how well they are doing and detects any gaps in development. In addition, she works closely with the local authority adviser to monitor children's speech and language. This ensures children with identified needs are appropriately targeted to ensure their care and learning needs are well met. The childminder is enthusiastic and committed to improving the quality of care and learning she provides. For example, following her last inspection, she has implemented a wide variety of activities and experiences to teach children about diversity, disability and inclusivity. The childminder is keen to continuously update her skills, regularly attending training and network meetings where good practice is shared. She reflects on the work she does, valuing the feedback and comments from parents and

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provision

carers about her provision. In addition, she appreciates the contributions and opinions that children make, observing them closely to ensure they are happy, content and making good progress. As a result, there is a collective approach to maintaining the good quality of the setting.

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provision

The childminder has established very good partnership working with parents, carers and other external agencies. Parents are warmly welcomed and valued in the setting. Effective communication means there is a two-way flow of information, knowledge and expertise between her and the parents. This results in children's needs being met in accordance with parents' wishes. The childminder has very good links with other providers and schools in the area, which helps her when supporting children in moving onto other settings. She has good supportive links with outreach workers from the children's centres, helping to further meet children's needs as they arise. Furthermore, as a community childminder, she is in regular contact with other health, education and social care professionals. This means that she can access regular training opportunities and source new legislation to ensure the care and education she provides is the most up to date.

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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 EY265875 Local authority Lancashire Inspection number 860655 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

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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