Childminder in Lancashire

Inspection date

Previous inspection date 09/10/2014 21/01/2009

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early years provision

This inspection: 1 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 The childminder provides excellent opportunities for children to develop communication, social and physical skills through first-hand learning experiences.  Children's independence skills are exceptionally well promoted though excellent teaching during daily routines.  Inspirational use is made of outdoor activities in the community to develop all areas of children's learning.  The childminder places a very high priority on the safety of children and demonstrates a highly comprehensive knowledge of how to manage any concerns about their welfare.  Parents receive detailed information about children's progress and care. The childminder helps parents to contribute information that enriches planning for their child's learning, so that the childminder can add further precision to the educational programme.

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Information about this inspection

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

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Information about this inspection

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

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Information about this inspection

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

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Inspection activities

 The inspector observed activities with the children and spoke with the childminder at appropriate times.  The childminder viewed all areas of the premises used by the children.

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Inspection activities

 The inspector looked at children's assessment records, the planning documentation, progress checks, evidence of suitability, the provider's self-evaluation and a range of other documentation.  Parents' comments were taken into consideration.

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Information about the setting

The childminder was registered in 2004 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives in a bungalow in Earby, near Colne, which is close to the local park, schools and shops. The childminder uses the lounge, conservatory, hallway, kitchen, bathroom and small bedroom, which are all on the ground floor, for childminding. There is a secure outdoor play area. Currently, there are six children on roll, of whom three are in the early years age range. The childminder provides funded early education for two-, three- and four-year-old children. The childminding provision operates all year round, from 8am until 6pm, Monday to Thursday, except for bank holidays. The childminder has a level 3 qualification in childcare.

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

 build even further on the outstanding knowledge of early years to provide an even more extensive range of rich, varied and imaginative experiences for children. For example, by extending the range of professional development that supports and further enhances the high quality of provision.

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who attend

All children make excellent progress in their learning as the childminder has an exceptional knowledge of what helps individual children to learn. The childminder makes plans for inclusive activities based on observations of what children can do. The childminder uses children's interests to help motivate them in their learning and plans and prepares for this accordingly. The childminder plans activities across all areas of learning, especially in the outdoor environment. The activities are carefully planned to meet the children's individual needs and she quickly adapts these, in order to meet their changing needs and stages of development. The childminder has an exceptionally good understanding of the characteristics of effective learning and uses expert teaching methods to highly motivate and extend children's learning. As a result, children are making very rapid progress across all areas of learning, in particular their personal, social, emotional physical development

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who attend

and their communication and language development. Consequently, any identified gaps in learning are closed swiftly. Additionally, all children are extremely well prepared for the next stage in their learning, such as the move to school.

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who attend

All children are extremely well supported in acquiring very good communication and language skills. Children engage in conversations with the childminder, while playing together and enjoying the activities that are planned and carried out. Children are highly motivated and enthusiastic learners. The childminder encourages children's language development. She listens carefully to them, mirrors language very well and routinely adds pertinent commentary to extend their play. Additionally, the childminder seizes every opportunity to encourage and extend children's language development by skilfully asking a range of open-ended questions. Children enjoy practising their early writing skills indoors. They use a variety of paints and different brushes, which are easy for them to hold. They concentrate when making marks and they explain the marks and drawings they have made when the childminder skilfully uses her questioning to encourage this. This further

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who attend

develops children's listening and speaking skills.

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who attend

Parents are actively encouraged to be involved in their children's learning in many ways. They are invited to the childminder's home and also help out as volunteers, so that the children can be actively involved in trips and outings. Parents are regularly able to see their children's progress records and share relevant information with the childminder. The childminder has robust knowledge and experience around the planning for and assessment of children's needs. Parents are actively encouraged to carry out activities at home and the childminder often shares with them ideas for activities, places to visit and recipes that can be made at home. For example, the childminder has organised a communication and language resource box for particular children in her care. This is individualised to meet children's needs and stages of development. This has been carefully planned and organised and has been designed to take home for a term, so that home

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who attend

learning can be fully supported. As a result, children are provided with superb, rich and varied support, which promotes their learning. Consequently, all children are extremely well prepared for their next steps in learning.

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

The childminder provides a positive and calm environment. She is highly skilled and sensitive in helping children to form secure emotional attachments. The childminder knows and understands the children thoroughly and takes time to understand their individual needs. For example, she recognises when children are tired or hungry and quickly responds. There are highly-effective methods for sharing information between parents, such as the use of children's individual daily diaries and communication books. Information is recorded in great detail, taking into consideration their routines, preferences and enjoyment throughout the day. As a result, the childminder provides excellent support for children's emotional well-being and physical needs. The childminder is an excellent role model for children. She engages in play, shows children how to use resources to their full potential and continually praises them on their achievements. This provides children with a

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

very strong sense of belonging and helps them to develop their independence and to be fully involved in their learning. Children are provided with very healthy meals and snacks. They are encouraged thoroughly to enjoy the independence of sitting around a table and learning to feed themselves at an early age. Skills of independence are fostered exceptionally well.

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

Children are extremely well behaved and thrive in the individual attention they receive from the childminder, who consistently boosts their confidence and self-esteem. She has high expectations of the children and encourages them to be independent by giving them appropriate responsibility to undertake tasks. For example, children are engaged and fully motivated to make salt dough with the childminder. She encourages the children to be fully independent and to measure out the flour, salt and water. The childminder gives children clear and precise instructions to carry out the task and supports them as and when necessary. As a result, children actively have a go to try new activities, which further supports them to become independent learners. Children are emotionally very well prepared for the next stages in their learning because the childminder skilfully supports them during changes in their routines, which prepares them for their next stage in their

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

learning. The childminder is expertly guided by the children's individual needs. For example, the length and frequency of the visits to the setting are determined by the child's confidence and readiness to settle. The childminder spends time with the parents to ensure that information is shared effectively. Parents share information with the childminder as part of a settling-in process and information is exchanged with them through an 'All-about-me' information booklet, which means that effective baseline assessments are made. This ensures continuity and consistency of care and enables the childminder to plan stimulating activities and opportunities for children. Parents are involved in the transition process and time is taken to ensure their children are safe and settled.

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

The childminder provides an environment, which is highly stimulating. Children independently make choices from a range of stimulating and exciting play equipment. They access resources and the ability to move freely between the indoor and outdoor environment, which significantly supports their all-round learning and development. The childminder has a love and a passion for the outdoors and has created an innovative way of getting the children engaged in the outdoor environment. For example, the childminder has set up a charity that supports and engages children in the outdoor environment and serves the local community. Children of all ages are actively encouraged by the childminder and other members to become involved in planting, digging and growing. The childminder has a passion for this, which is reflected in the children's own enthusiasm. Bulbs are planted in the local environment and at the childminder's home. Once flowered,

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

the childminder and the children visit local nursing homes to give plants and flowers to residents. Here, the childminder uses opportunities when carrying out activities for the local charity to teach children about safety within the community and to further their knowledge and understanding of the world. Consequently, children are developing a very good awareness of keeping themselves safe and they are learning skills to respect one another and to be kind and supportive.

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provision

The childminder has an excellent understanding of her responsibility to ensure that the provision is safe. Risk assessments and safety checks are meticulous and reviewed regularly. In addition, documentation, such as recording of emergency evacuations, incidents and accidents, is all in place. The childminder has a robust vetting procedure in place for herself and volunteers to help check that they are suitable and safe to work with children. The childminder has a superb understanding how to safeguard children within her setting. She has completed full and relevant training with the local authority and implements current procedures effectively into her practice. The childminder has a very robust understanding of how to manage concerns that she may have about a child's welfare. This is due to the excellent knowledge of safeguarding procedures. Consequently, children's needs are catered for using up-to-date skills and knowledge of outstanding early

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provision

years practice, which has an extremely positive impact on the overall care and learning provided. All documentation relating to the statutory requirements is completed to a very high standard, which supports the safe and effective running of the service.

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provision

The childminder has an excellent knowledge and understanding of children's learning and development. She continually evaluates and plans for an inspiring range of activities and experiences that highly motivate and interest children. Planning is based on the excellent knowledge of the areas of learning and of how children learn. The childminder regularly reviews her practice and she is able to identify children's needs quickly, which are exceptionally well met through the robust tracking systems that are in place to ensure that assessment and planning are consistent and precise. The childminder uses a selection of methods to monitor the quality of the educational programmes and to ensure that children continue to make exceptional progress in each area of learning.

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provision

Partnerships with parents are outstanding. Parents and carers receive extensive information through a parent pack, policies, procedures, written reports, verbal discussion and children's progress records. Information displayed on the noticeboard and display boards, as well as regular newsletters, provide an abundance of useful information, which keeps parents fully informed about the service and how they can support children's learning at home. Parents are highly complementary about the care and education their children receive. They comment upon the excellent care and the range of activities provided, as well as the extremely good two-way flow of information.

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provision

The childminder undertakes thorough self-evaluation processes. She consistently analyses her practice and clearly identifies her strengths and weaknesses. The childminder is extremely reflective, which ensures that consistent development. She undertakes regular training to refresh her own knowledge and views this as an important part of her continuous development. The childminder has identified in her self-evaluation that there are further ways to extend and develop an even wider range of knowledge to support her to provide an even more extensive range of rich, varied and imaginative experiences for children. The childminder develops highly effective partnerships between herself, parents and external agencies. For example, she works with other childminders within the area in a local networking group, accesses local provisions and has the support of a childminding coordinator. This allows her to continually discuss and share excellent practice, which

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provision

develops her knowledge and understanding even further and helps to disseminate best practice to other childminders and professionals.

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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 EY299675 Local authority Lancashire Inspection number 861702 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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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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