Childminder in Lancashire

Inspection date

Previous inspection date 10/10/2014 15/01/2009

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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 1 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Children are exceptionally well supported in this appealing and supportive home-from- home environment. The childminder shows a clear passion for her role in supporting the children in her care and responds to their every need exceedingly well. As a result, children are very happy and settled because their individual needs are extremely well met.  The childminder teaches children how to keep themselves safe and manage risks exceptionally well. She uses a range of successful techniques to do this during play and on outings in the community.  Children make good progress in their learning and development because the childminder accurately tracks their progress. A broad range of challenging and interesting activities ensure that children sustain interest for extended periods of time.  The childminder is experienced and well qualified. She regularly attends training events and conducts her own research as she is committed to improving her skills.

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This provision is good

 Partnerships with parents are good. The childminder skilfully engages them in their children's learning using a range of effective strategies. Therefore, children receive continuity in their care and learning and a shared approach is fully embraced.

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It is not yet outstanding because

 There are some missed opportunities to further support children in thinking creatively and critically for themselves during their play.

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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 areas used for childminding.

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Inspection activities

 The inspector conducted a joint observation with the childminder during a planned activity and discussed planning and assessment arrangements.

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Inspection activities

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

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Inspection activities

 The inspector reviewed a selection of documents, including evidence of the childminder's qualifications and the suitability of adults within the household.

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Inspection activities

 The inspector took account of the views of parents and carers from information provided on the childminder's own parent survey.  The inspector reviewed the self-evaluation document and improvement plans.

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Information about the setting

The childminder was registered in 1994 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband in a house in the Bowerham area of Lancaster. The childminder's home is close to a number of local primary schools and universities. The whole of the ground floor and the study and bathroom on the first floor are used for childminding. There is a secure outdoor area for outdoor play. The childminder holds an appropriate early years qualification at level 3. She attends a toddler group and activities at the local children's centre. The childminder visits the park, soft play centre and farm on a regular basis. She collects children from the local schools and pre-schools. There are currently 12 children on roll, eight of whom are in the early years age group and attend for a variety of sessions. The childminder provides funded early education for two-, three- and four-year-old children. She operates all year

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Information about the setting

round from 8am to 6pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years and the Bay Childminder's Network.

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

 provide more opportunities for children to think creatively and critically for themselves, for example, by strengthening the use of effective questioning techniques.

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who attend

Children make good progress in their learning, given their starting points. The childminder seeks detailed information from the parents as children begin at the setting through the use of 'All-about-me' booklets. This ensures that the childminder has a detailed awareness of what children can already do, their individual needs and the interests that they have. She complements to this information as she completes a baseline assessment once children are fully settled. As a result, children's unique starting points are clearly defined. Observations of children are completed regularly and accurately capture the achievements that they make as they play. The childminder skilfully links these to the areas of learning. Furthermore, a wide range of strategies are used to celebrate the achievements that children make in all areas of their learning. A detailed development overview clearly records the progress that children are making towards the early learning goals and

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who attend

effectively highlights their next steps in learning. The childminder uses a detailed checklist to ascertain whether children's skills are emerging, developing or competent and to identify the learning styles that children begin to show. In addition, the progress check for children between the ages of two and three years is fully in place and accurately details where they are in their learning. The childminder uses the information from all of these observations and assessments effectively to plan for children's next steps. As a result, children are ready for their next stages in learning and for their eventual move onto school.

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who attend

The childminder has a wealth of experience, is well qualified and has a good understanding of how to promote children's learning and development. She plans a wide range of challenging and interesting activities for the children to take part in, which supports them in developing their knowledge and skills across all areas. As a result, children are motivated to learn and sustain interest for extended periods of time. Children eagerly take part in exploring the cereal in the sensory tray. They competently use tools for a purpose and enjoy scooping it up into their bowls using spoons. The childminder engages very well during their play and supports children in developing their communication and language as she encourages them to repeat words that they are unable to say. She sounds out words slowly, so that children have time to respond and repeat it. The childminder extends their play as she fills up a dish and explains to children

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who attend

that it looks like a cake. However, this means that there are some missed opportunities to support children in developing their own creative and critical thinking skills. Children further extend their own play as they fill up the back of a truck with cereal. They use meaningful language as they confidently say 'ready, steady and go' before beginning to roll it down the ramp on the toy garage. Children develop their awareness of numbers and counting as they play with the wooden logs. The childminder skilfully intervenes and asks children if they can count how many they have. Children actively respond and begin to count. They are readily supported by the childminder, who points to each log as they count in turn. She further extends their knowledge of this as she encourages them to begin to recognise the numerals on the painted number stones. The childminder encourages the children to look at the numbers and then turn it over to count the objects.

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who attend

Children eagerly join in and they are confident to seek support when they are unsure. They are given much praise for their achievements. This means that children develop their self-esteem and self-confidence. As a result, children are provided with depth and breadth in their learning and development.

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who attend

Partnerships with parents are good. The childminder uses a wide range of effective strategies to involve them in their children's learning. Parents are regularly encouraged to take children's learning journey files home and shares these with their children. They actively contribute as they add photographs and make their own comments about their child's learning on the parents' comment pages. Furthermore, they record their children's achievements from home on the 'wow moments' forms and on the interests and achievements pages. The childminder uses this information to plan activities that will complement their learning and development within the setting. The childminder communicates effectively with parents each day and reports what children have been involved in during their time at the setting. She is confident to ask parents to further support children at home. For example, the childminder recognises when children are less

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who attend

confident in fitting puzzles together and encourages the parents to continue this at home. She further supports this as she offers children the opportunities to take resources home from the setting to further support their progress and development. As a result, children receive continuity in their learning and development and a shared approach is fully embraced.

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

Children's emotional well-being is exceptionally well supported in this home-from-home environment because the childminder shows a true passion for her role in supporting the children in her care. She knows the children extremely well because she seeks detailed and precise information from their parents as they begin at the setting, to determine their individual needs and care routines. As a result, their individual needs are extremely well met and the childminder responds to their every need highly effectively. The skilfully implemented induction procedure is tailored around children's individual needs. For example, the childminder ensures that they have time to settle over a number of weeks. This allows time for them to develop excellent relationships with her and become familiar with their new surroundings. As a result, children are extremely happy and settled and feel fully assured as parents leave because they develop secure emotional attachments with

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

the childminder. Children play cooperatively with one another exceptionally well. They eagerly share their toys with one another because the childminder strongly encourages them to do this throughout their play. They socialise very well because the childminder ensures that there are many opportunities for them to engage with others. For example, children are regularly taken to social groups where they are encouraged to join in. Furthermore, the childminder gets together with other local childminders and arranges play dates, so that children can play and take part in activities together. This supports children in developing exceptional confidence and skills when making new relationships and supports them as they move onto school.

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

The play environments are outstanding and inspire children to play and learn. They are very appealing, rich in print and creatively decorated with a range of photographs and children's work. This supports children in reflecting on their own experiences and enables them to develop a sense of pride in their achievements. The childminder organises her home exceptionally well. She has an extensive range of high-quality resources for children to use that fully cover the areas of learning. Children independently select these for themselves and they are confident to ask for additional resources from the upstairs toy room. This is further supported as the childminder encourages the children to look through the toy scrapbook and select the toys of their choosing to play with. Children confidently develop their independence skills as they self-register. Younger children begin to recognise pictures of themselves and older children are further supported as they learn

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

to recognise their name. They confidently select these from the pouch and stick them to the board upon arrival. The childminder skilfully encourages children to develop their self- care skills in many ways in preparation for their move to school. Children are encouraged to put on their own coats and shoes before outdoor play. They independently access the toilet and wash their own hands. Children show exceptional table manners when eating their lunch. This is because the childminder teaches them how to sit well and encourages them to use a knife and fork from an early age. As a result, children are extremely confident and independent in their learning.

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

Healthy eating is highly promoted. The childminder prepares healthy and nutritious foods and snacks for the children each day. Children's water bottles are made available to them at all times to make sure that they can always get a drink for themselves. The childminder has a nutritious menu in place. She highly values the views of the children and regularly changes this to suit their needs if they communicate a particular preference for lunch. In addition, when parents advise that they are having similar foods for tea, the childminder actively changes her menu to ensure that children receive a variety of foods throughout their day. This means that the childminder is committed to ensuring children and parents are highly valued in everything that she does. She skilfully teaches children about the types of foods that are healthy for them during the lunch time routine and further supports their knowledge of this as they take part in the healthy heroes programme.

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

Children have many opportunities to be outside in the fresh air because their outdoor play area is secure and freely accessible to them to run around in. In addition, the childminder often wraps children up warmly to sleep outdoors in the fresh air. Children enjoy trips to the local library and delight as they get to travel on a bus for part of their journey. They have many opportunities to exercise and develop their all-round physical skills as they access the equipment at the local park and visit the soft play centres. As a result, children are fully supported in developing healthy lifestyles. The childminder skilfully teaches children how to keep themselves safe and manage risks for themselves. She uses a range of highly effective techniques to do this. For example, Children independently use scissors when playing with craft materials. The childminder sensitively reminds children to be careful as they walk back to their table with scissors and encourages them to point these

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

downwards so that they remain safe. Furthermore, children learn to cut up fruit for their snack using safety knives. They learn to cross the road safely because the childminder explains how to use the pelican crossing. She skilfully explains that children need to stop, look and listen before safely crossing the road. In addition, they learn about the importance of washing their hands before eating food and after visiting the toilet because the childminder engages them in extremely meaningful and relevant activities. For example, children eagerly take part as they design an effective hand washing poster for the bathroom. She talks the activity through, so that children understand why they wash their hands and how to do this effectively. Children enjoy decorating the poster with photographs of themselves and display this in the bathroom for everyone to see. As a result, children develop an in-depth awareness of safety and learn to manage risks for

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

themselves. This is because the childminder shows an exceptionally high regard for their safety and well-being.

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provision

The childminder has a good understanding of her role and responsibility in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. She has attended a level 1 and 2 safeguarding training course. Therefore, she has a firm understanding of what would alert her to a concern about a child in her care. In addition, she has a detailed awareness of the procedures that she needs to follow to protect children from harm. Good systems are in place to keep children safe. The childminder conducts daily checks of her equipment and resources to ensure that they are safe and suitable for purpose. Her risk assessments are effective in minimising any potential hazards within the setting and when on outings in the local community. These are reviewed regularly. The childminder is clear on how mobile telephones will be used within the setting to ensure that children are kept safe and thoroughly talks this through with

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provision

any visitors to the setting. Policies and procedures are well written and accurately reflected in practice by the childminder. Furthermore, she ensures that all documentation is effectively and safely stored in her detailed portfolio. The childminder ensures that children are fully supervised at all times. For example, children are able to freely access their outdoor area. The childminder skilfully fences off a smaller area for them to play in when there are children also playing indoors. This ensures that she can see all of the children all of the time, in order to keep them safe. The childminder maintains her paediatric first-aid qualification and has a good understanding of what procedures she needs to take in an emergency situation. In addition, she effectively treats and records any accidents that happen within the setting and reports these to parents on the day. As a result, children are safeguarded by a childminder, who regards their safety and well-being

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provision

The childminder shows a clear determination and drive to make enhancements to her provision that will have a positive impact. Her regular and effective evaluations clearly identify her strengths and areas for improvement. In addition, the childminder also has an 'ideas-to-develop sheet in place to further support her in looking at ways to improve the already good service that she provides. Parents and children are fully involved in the evaluation process through daily discussions and questionnaires. The childminder has successfully addressed the recommendations from her last inspection. For example, she has labelled all of her resource boxes to further support children in their literacy skills and to support them in their independence in accessing the resources for themselves. The childminder is truly committed to her role and aspires to develop her knowledge and skills as she regularly attends training events. Furthermore, she readily researches information

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provision

on the internet and through books, to keep abreast of new developments to add to her already excellent wealth of knowledge. In addition, the childminder confidently shares good practice ideas and resources with other local childminders to further develop the experiences that are provided to the children in her care. As a result, the childminder shows a clear commitment to improving the quality of care and learning for the children. The childminder has a good understanding of how to promote children's learning through a broad range of experiences that motivate and inspire them to play and learn. This means that the quality of teaching is good. Her detailed and precise observations and assessments clearly identify and support children's next steps. The childminder accurately tracks all children's progress regularly through her detailed development overview and instantly recognises when there are gaps in children's learning. She is confident to seek

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provision

support from a range of professionals to work together to support the children in her care. As a result, they make good progress in their learning and development.

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provision

Partnerships with parents are good. Parents report through their questionnaires that they feel assured that their children are happy and settled. They feel welcome to share information at anytime through effective, daily communication. The childminder provides the parents with a detailed information booklet about the Early Years Foundation Stage. This ensures that they have a detailed knowledge of the experiences, which will be provided to their children and how they will be encouraged to be involved in their children's learning. In addition, the childminder provides parents with additional information on children's learning styles. This all ensures that they are fully involved in their children's learning. Partnerships with others are strong. The childminder has good links with other local childminders and regularly attends network meetings to share good practice and to discuss early years related issues. Children, who attend shared settings,

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provision

are effectively supported because the childminder shares information about their learning to ensure they receive continuity across all settings. She effectively does this by using verbal communication, link books and by completing information sharing forms. These ensure that other settings have a detailed knowledge of where children are in their learning, their next steps and the themes that they are taking part in. As a result, children's learning is complemented.

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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 308152 Local authority Lancashire Inspection number 867787 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 12

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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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