Childminder in Lancashire

Inspection date

Previous inspection date 29/08/2014 11/03/2009

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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 quality of teaching is good. The childminder understands how children learn and supports them to make good progress through child-initiated and structured activities.  The childminder has a good understanding of her responsibilities and the procedures for protecting children and regularly refreshes her knowledge. This ensures that children are kept safe from harm.  The childminder builds strong relationships with parents. This helps to provide continuity of care and learning for children and means that they benefit emotionally from the firm bonds formed between parents and the childminder.  The childminder manages children's behaviour very well. She is calm and consistent, so that children play well together in a warm, nurturing environment.

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It is not yet outstanding because

 Opportunities for children to further develop their early reading skills when using the outdoor area, are not maximised.

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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 all areas of the home used for childminding, including the outdoor environment.

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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 and planning documentation, viewed the written policies and procedures maintained, including the safeguarding and complaint policy.

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Inspection activities

 The inspector checked evidence of the suitability of the childminder and discussed her 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 those provided in written form.

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Information about the setting

The childminder was registered in 2005 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her two children aged 13 and 15 years in a house in UpHolland near Skelmersdale. The whole of the house and rear garden are used for childminding. The childminder attends toddler groups and activities at the local children's centre. She visits places of interest and local parks on a regular basis and collects children from the local schools and pre-schools. There are currently 11 children on roll, four of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round, from 7.30am to 7pm, Monday to Friday, except bank holidays and family holidays. 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:

 Enhance the good opportunities for children in the outdoor environment, by providing a wider range of child-accessible resources to promote their development of literacy.

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who attend

The childminder is passionate about her role and has a good understanding of the learning and development requirements of the Early Years Foundation Stage. For example, she understands that children need constant opportunities to be active, to explore, be inquisitive and investigate the world around them. She organises a wide range of motivating activities and provides a varied and exciting range of toys, equipment and resources. The childminder works closely with parents from the start to support children's learning. She gathers information from parents about what their children are interested in and what they can do at home. This is combined with her own initial observations to identify children's starting points. The childminder completes regular observations and assessments of the children to identify their achievements, ascertain the next steps in their learning and to track their progress. She makes good use of the progress check

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who attend

completed for children aged between two and three years. The childminder provides parents with information about children's progress in the prime areas of learning and ensures that any gaps in their learning are identified. She has reasonable expectations of children and teaches them according to their age and capability. As a result, children make good progress in their learning.

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who attend

The quality of teaching is good. The childminder pays good attention to help children develop their speech and language skills by speaking to them as they play, helping to develop their awareness of communication and talking. She narrates what they are doing and introduces simple addition into the conversation. For example, as they play a favourite board game, the childminder encourages them to count the dots and state the numbers as they throw the dice. She talks to children about their family and supports them to recall events in their lives. For example, she offers prompts to help a child remember what they did on a recent family holiday. Consequently, children feel valued, secure and listened to. The childminder provides lots of good quality books for reading and storytelling. Children bring books to the childminder and sit close to her. She adapts the activity, so that she can support all children, who are reading. For example, she encourages the youngest

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who attend

children to talk about the pictures and name the different characters. Older children show high levels of concentration as they follow words as they point to them and repeat them aloud. The childminder listens carefully and helps them to sound out the new words they are learning. As a result, children's reading skills are developing well and they experience a good sense of achievement. Children are encouraged to make independent choices within their play and learning as resources are appropriately labelled and easily accessible. However, there are fewer opportunities for children to further develop their early reading skills when using the outdoor area. This is because there is a lack of written words, signs and numbers, to stimulate this aspect of learning.

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who attend

The childminder promotes the children's physical development by providing them with daily opportunities for outdoor play and exercise. Children visit local playgroups and join in activities at the local children's centre. As a result, children are learning to share experiences. This promotes their personal, social and emotional development. As a result, children are increasing their confidence and developing their social skills as they mix with other children and adults. Partnerships with parents and carers are very good. The childminder encourages their involvement in their children's learning. She regularly shares information with them about their child's progress and how learning can be further supported at home. Parents are also encouraged to share their own observations of their children's achievements at home. As a result, a good overview is maintained of children's progress and individual interests.

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

The childminder obtains clear information from parents about their children's individual care needs and home routines during settling-in visits. She also encourages parents to leave their children for short periods to help them to gradually develop a relationship with her. As a result, children's move from home into her setting is managed well. They settle quickly and develop a strong emotional bond with her. The childminder builds strong relationships with parents, so much so that they invite her to share in their children's birthday parties or other family events. This helps to provide continuity of care for children and means that they benefit emotionally by the firm bonds formed between their family and the childminder. This makes the move from home to the childminder's setting a natural experience for children, building their confidence, so that future moves are equally as smooth for them. Children develop a strong sense of belonging and as a result,

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

behaviour is good. The childminder has consistent expectations and routines, which children understand. She guides them well with learning right from wrong by giving children clear explanations, so that they learn to recognise the impact of their actions and that these have consequences. Children listen well, are responsive and play cooperatively together as they learn to share and take turns. By the time children leave the childminder's setting, they are well equipped with the emotional and social skills they need for their future learning.

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

The childminder provides children with a clean, comfortable and well-organised environment. She helps children to understand health and hygiene procedures, so that they learn how to keep themselves fit and well. For example, nappy changing routines are carried out hygienically with good attention to adult and child hand washing. Disposable hand towels are readily available, which helps to reduce the risk of cross-infection and supports children to understand about good health and hygiene procedures. Children are successfully encouraged to be independent and to manage their own personal needs. For example, they select their own resources, access their own drinks and put on their own shoes. Children play in a child-friendly environment with a wide range of clean, age- appropriate toys and equipment that effectively supports their overall well-being and care. The environment promotes children's independence well as toys and resources are readily

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

The childminder takes children out regularly into the community, to visit a wide range of interesting places, where they can be active and develop their understanding of the importance of exercise. For example, they visit the nearby park to climb or to run and play. They go to the library, shops and soft play activity centres where the focus is on children experiencing energetic physical play. This helps them to learn how to asses and manage risks. The childminder takes good opportunity to use walks in the local community to introduce children to road safety, so that they begin to understand how to keep themselves safe.

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provision

The childminder has a good understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. Consequently, safeguarding children is given high priority by the childminder. She has attended safeguarding training, ensuring that she is knowledgeable about current policies and procedures. The childminder demonstrates a detailed understanding of her responsibilities in ensuring children are kept safe at all times. Visitors' identification documents are checked and security procedures are adhered to. For example, mobile telephones and cameras are not permitted while in her home. A register of the children's attendance is in place and this ensures that the childminder is adhering to required ratios. The childminder checks the premises and equipment everyday to ensure that they are safe for children to use. She risk assesses places they visit and this ensures trips are suitable for the ages of all children, who attend. The childminder holds a

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provision

current first-aid certificate, which means that she can give suitable treatment if there is a minor accident to a child. Consequently, children are well protected.

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provision

The childminder has a good understanding of children's learning and development. This helps her to successfully evaluate the impact of her teaching on children's learning. She monitors and evaluates the progress of children in her care. The childminder completes tracking sheets, which ensures that she has a good understanding of children's overall learning and development. This information is used to plan enjoyable activities for children across all areas of learning. The childminder is committed towards training to update and enhance her skills and knowledge. Since the last inspection, she has attended a number of appropriate training events. This helps her be well informed and up to date with current practice. This also demonstrates a positive attitude towards improvement. The childminder understands her responsibility to liaise closely with a wide range of professionals and work with them, in order to support children and their families should they need it. The

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provision

childminder has successfully engaged with other settings children attend. As a result, information about children's care and learning is appropriately shared.

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provision

The childminder uses effective systems for self-evaluation and she can clearly identify her strengths and areas for future development. Since the last inspection, the childminder has successfully met the recommendations that were raised. She has good links with the local authority and other childminders in the local area. This enables her to discuss best practice and further support children in their learning and development. This demonstrates that the childminder has a commitment to her professional development and has capacity to maintain continuous improvement. Partnerships with parents are very good. The childminder shares information about their child's day with them, both verbally, through daily written diaries and text messages. Parents comment positively about the care their children receive. For example, they say 'our child has made very good progress'. Close links with other providers of the Early Years Foundation Stage are in place. For example,

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provision

she works closely with the local nursery, following through with their work in promoting children's sharing skills and promotes their early writing and phonics knowledge.

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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 EY299685 Local authority Lancashire Inspection number 870777 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 11

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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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