McGarry, Joanne

Inspection date

Previous inspection date 13/10/2014 23/03/2009

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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

 Children settle easily due a very close bond and secure relationship established with this warm and caring childminder.  The childminder has a good understanding of the learning and development requirements of the Early Years Foundation Stage. As a result, children engage in a good range of interesting and stimulating activities, which meet their individual needs and interests.  The childminder understands how to protect children from harm and therefore, they are safeguarded in her care. She effectively supports children's growing understanding of how to keep themselves safe.  Thorough self-evaluation takes into account the views of parents and children and development plans are used to drive improvement. As a result, children make good progress as their needs are well met.

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It is not yet outstanding because

 The childminder does not always actively encourage parents to contribute fully to their children's learning and development in the setting and at home.  The childminder does not always use routines and the preparation of activities to encourage children's independence skills.

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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 in the childminder's house and talked with the childminder.  The inspector viewed the areas of the premises and garden used for childminding.

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Inspection activities

 The inspector looked at children's assessment records, planning documentation, evidence of suitability of household members and a range of other documentation, including the safeguarding procedures.

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Inspection activities

 The inspector took account of the views of parents, as recorded in written questionnaires and evaluation forms.

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Inspection activities

 The inspector reviewed the childminder's self-evaluation form as provided via email to the inspector.

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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 husband and child aged 10 years, in the Penwortham area of Preston, Lancashire. The whole of the ground floor and the rear garden are used for childminding. The family has a pet dog. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. There are currently two children on roll, who are both 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 round from 8am to 5.30pm, each week day except Wednesdays, bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years and is offered support and training from the local childminding network. She holds a

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Information about the setting

relevant childcare qualification at level 3.

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

 explore further ways of involving parents even more actively in contributing towards their children's learning and development, emphasising the partnership between home and the setting as they continue to make good progress

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

 develop children's independence skills further during routines and the preparation of activities, for example, by encouraging them to climb on and off the step to wash their hands themselves and pour the paint into pots.

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who attend

The childminder demonstrates a good understanding of the learning and development requirements of the Early Years Foundation Stage. She uses comprehensive observations and assessments to identify children's individual next steps in learning and inform planning. She provides children with interesting and challenging educational programmes across the seven areas of learning. There is a good balance of adult-led and child-initiated activities. The childminder builds on what she knows children can already do and draws on their interests. She asks children questions as they play to establish their lines of thought and to check their understanding. For example, as she provides children with a choice of brushes, sponges and painting resources, she asks them what colours and shapes they wish to use to design a tree. She models printing and rolling the paint and as a result, children develop good coordination and dexterity. The childminder provides a learning

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who attend

environment with resources, which children can access freely and that can be used in a variety of different ways. For example, children pretend to feed their dolls and put them in the tent for a sleep. Consequently, children develop good imagination skills and develop confidence as they learn to do things in their own way.

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who attend

Teaching and learning are good. The childminder spends lots of time engaging in purposeful dialogue with the children as they play and carry out routines. She extends children's vocabulary and teaches them to use new words. For example, they talk about making a cup of tea and cake in the play kitchen and count the conkers. As a result, children become keen learners and gain confidence talking to others. Children are not rushed and are given sufficient time to practise and reinforce what is being taught to them. The childminder skilfully considers when to join in with children's play and offer suggestions to further their thinking. She knows when to let children speculate and test their own ideas through trial and error, for example, as they work out how to attach their tree shape onto the paper and to hold the streamer, so it moves in the wind. As a result, children concentrate well and develop good critical thinking skills. The environment is rich

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who attend

with colourful pictures of numbers, signs, symbols and print. Resources are labelled, so children begin to recognise letters and learn that words have a meaning. The childminder provides attractive displays of books, such as autumn stories with accompanying props, including puppets, small animal models and pictorial cards. As a result, children develop a love of books as they learn more about the world around them. The childminder accurately assesses children's skills, knowledge and abilities and uses this information to plan how to improve their progress. As a result, children are developing the skills and attributes to prepare them well for their journey onto other settings and school.

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who attend

The childminder has established good working relationships with parents. She invites them to share information about children's learning when they first start at the setting to establish their starting points. Therefore, she is able to plan to ensure she meets their needs well. The childminder uses assessments to ensure that any need for early intervention can be identified and plans are put in place to support children's learning and development. Consequently, any gaps are quickly closing and children make good progress towards the early learning goals. Parents contribute to the progress check for children between the ages of two and three years. They are invited to share ongoing information about children's progress and ideas to extend learning at home. For example, children take story sacks home to encourage parents to read to them regularly. However, the childminder does not always fully involve parents in their children's learning and

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who attend

development. She is currently exploring different ways to promote even further the partnership between home and the setting.

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

Children are happy and enjoy their time with this warm and affectionate childminder. They form close bonds and attachments and therefore, they settle-in quickly. The childminder provides a welcoming environment and gathers information from parents when children first start to establish their interests. She builds on these throughout children's time at the setting. For example, the childminder offers favourite books and dolls, which children choose to play with throughout the day. Partnership with parents with regards to children's care needs is good as the childminder gets to know their routines. Parents comment that their children love going to the childminder's home and they are very happy and confident. The childminder sensitively observes children to assess and support their level of well-being. She offers cuddles and reassurance and warm, open body language. As a result, children demonstrate a sense of belonging, develop good self-confidence and

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

self-awareness and are, therefore, well prepared emotionally for the next stage in their learning.

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

The childminder provides good models of behaviour and offers clear explanations of expectations. She teaches children to listen to instructions and be attentive and encourages them to share and take turns. For example, they roll toys backwards and forwards to each other. She praises children, for example, for tidying up and consequently, they know what is expected of them and they show an eagerness to help. However, at times, she does not always promote independence further, for example, by encouraging children to climb on and off the step in the bathroom as they wash their hands and pour their own paint into pots in preparation for craft activities. The childminder talks to children about their feelings, for example, as they laugh together, pulling funny faces in the mirror. As a result, children learn to express their feelings and emotions well.

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

The childminder offers activities that promote challenge and help children to learn about managing risks. For example, as they chop and slice their fruit at snack time and carefully negotiate the outdoors play equipment. Children are taught to use utensils safely as they whisk ingredients when baking and learn how to use a hole punch and stapler under close supervision. Children enjoy their time outdoors and move around freely with pleasure, for example, as they explore their environment and feel the wind around them. As a result, children develop confidence and self-motivation as they gain increasing physical control, dexterity and balance. The childminder provides freshly prepared home-made food, which is tasty and nutritious. For example, children enjoy leak and potato soup, fresh fruit and custard. Consequently, children develop an awareness of healthy eating. Daily risk assessments help to keep children safe, for example, as the childminder ensures that the

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

play areas are safe and hygienic. Children learn to wash their hands and feed themselves competently. As a result, they develop good self-care skills, which contribute to their good health.

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provision

The childminder has good skills and knowledge of the requirements of the Early Years Foundation Stage of teaching across all areas of learning. She uses comprehensive documents to observe children's individual skills, interests and learning styles and to inform planning. The childminder has invested in good quality interesting resources designed to stimulate further learning and development. The educational programmes offered are well planned to ensure the needs of all children are well met. The childminder has completed a relevant childcare qualification at level 3 childcare and undertakes training when it is made available to her. Following training for language, communication and literacy development, she has designed her environment to incorporate letters, words and accompanying pictures and symbols. As a result, children benefit from good quality teaching as they learn that words have a meaning and begin to recognise print. Detailed

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provision

assessments, including the progress check for children between the ages of two and three years, ensure that any need for early intervention can be identified and supported. Comprehensive development records are completed for children, who go onto school or another setting.

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provision

The safeguarding and welfare requirements are well promoted. The childminder understands and meets her responsibilities in relation to the requirements. She has attended relevant training courses, including paediatric first aid and food safety to develop her skills and knowledge, to ensure children are kept safe and well. The childminder knows what to do should she have concerns about the safety and welfare of children in her care. The childminder has policies and procedures in place, in line with the relevant Local Safeguarding Children Board, including the actions to take should an allegation be made against herself or a member of her family. They also cover the use of mobile telephones and cameras and written procedures regarding complaints. The childminder has a written statement of the procedures to follow in relation to complaints and all adults in the house have undergone the required checks and are suitable to be in contact with

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provision

children. Children participate in regular evacuation drills, so they learn how to keep themselves safe in an emergency. The childminder manages risks to children's safety and supervises them closely to keep them safe.

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provision

The childminder has made strong improvement since the last inspection, demonstrating a commitment to continuous development. She regularly reflects on her practice to determine how best to improve the quality of her setting. Partnership working with parents is good because the childminder encourages daily verbal communication and daily diaries to share information on what children have been doing. She is currently developing systems to further encourage parents to contribute even more about what they know their child can do at home, so that children fully benefit from a shared understanding and common approach to supporting their learning and development. Parents comment that they are very happy with the information they receive and with their children's progress. Parents' and children's views are incorporated into the setting's self-evaluation as the childminder regularly encourages their feedback. She welcomes their suggestions and

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provision

ideas. For example, she introduced emergency contact records to help promote children's safety on outings. She shares healthy recipes with parents and provides activities for parents to use with their children at home. The childminder receives support and guidance from the local childminding network and she has good links with the local children's centre and other childminders. She has recently completed training to identify and understand how to refer children to other services should additional support be required. The childminder's continuous training and professional development contribute to her increasing skills and knowledge and has a positive impact on the progress that children make.

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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 EY303280 Local authority Lancashire Inspection number 873040 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 2

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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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