Childminder in Lancashire

Inspection date

Previous inspection date 16/10/2014 17/03/2009

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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

 The quality of teaching is good. Children are engaged and happy because the childminder knows them well and successfully plans experiences, which stimulate their individual interests.  Children's communication and language skills are promoted well because the childminder spends time positively interacting with them and encouraging effective development of their vocabulary and language.  Strong relationships with parents help the childminder to recognise and meet children's individual needs. Consequently, children are happy and share warm and affectionate relationships with her. This strong attachment enables children to feel secure and confident to explore the activities provided to support their learning.  The childminder has a secure knowledge of safeguarding children. Effective risk assessments are in place, to maintain a safe environment for children and minimise hazards in her home and for outings. As a result, children are well safeguarded.

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It is not yet outstanding because

 There are some missed opportunities to extend children's learning through more effective use of the outdoor environment.  Opportunities for children to develop their independence to the utmost are not fully implemented, such as at snack time and mealtimes.

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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 childminder's home.  The inspector observed the childminder while she interacted with the children.

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Inspection activities

 The inspector looked at some paperwork, including the childminder's policies and procedures, risk assessments, self-evaluation and the children's development records.

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Inspection activities

 The inspector checked evidence of the childminder's qualifications and suitability of adult household members.

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Information about the setting

The childminder was registered in 2000 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner, one adult child and two children aged 15 and nine years in a house in the Cliviger area of Burnley. The whole of the ground floor, two bedrooms on the first floor and the rear garden are used for childminding. The family has a dog as a pet. The childminder attends a toddler group and activities at the local children's centre. She visits the shops, library and park on a regular basis. She collects children from the local schools and pre-schools. There are currently six children on roll, three of whom are in the early years age group and attend for a variety of sessions. She operates all year round, from 7am to 5.30pm, Monday to Friday, except bank holidays and family holidays.

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

 extend opportunities for children to use the outdoor environment throughout the year, so that they can problem solve, risk take and explore nature

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

 enhance opportunities for children to increase their independence and to take a more active role in the setting, such as by pouring their own drinks, chopping food and serving themselves at mealtimes.

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who attend

The childminder is committed to her role and has a good understanding of the learning and development requirements of the Early Years Foundations Stage. She provides children with a good range of fun and challenging activities that cover all areas of learning. She works closely with parents from the start, to support children's learning. The childminder gathers information from parents about what their children are interested in and what they can do at home. This is combined with initial observations, to identify children's starting points. The childminder has carried out progress checks for children aged between two and three years. This helps to ensure that any gaps in children's learning are identified. She uses available published guidance to track children's progress.

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who attend

The quality of teaching is good. Children learn through a balance of child-initiated and adult-led opportunities and experiences. The childminder provides an environment rich in vocabulary and skilfully reinforces the sound of new words to children as they play. For example, she introduces new words, such as 'under' and 'over', as children play, to enable them to express their own thoughts and ideas. The childminder questions children through skilful questioning that is age appropriate. She also gives children time to respond. For example, the childminder affords children the opportunity to recall experiences from home, while they play and she allows them ample time to copy her language and think through their responses. This encourages children to develop and build upon their characteristics as effective learners. The childminder plays with children down at their level, to focus and engage their attention and enhance their learning. Children love books

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who attend

and this is fostered well by the childminder. She sits comfortably with the children and expressively reads their favourite stories. The childminder emphasises the pertinent words and initial sounds and points to letters and pictures, promoting and reinforcing children's learning and vocabulary. Additionally, she introduces mathematical language, as she discusses size, shapes and quantities. As a result, children's understanding of these concepts is extended.

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who attend

Partnerships with parents are good and progress is shared effectively. For example, parents receive a summary record at the end of every term and they are fully encouraged to read and make comments on their child's progress at home. As a result, parents are fully aware and are kept up to date with their child's development while at the setting and are aware of their achievements. The learning journey records show progress through observations, summary sheets and tracking documents. This enables the childminder to regularly track children's development and implement targeted strategies and interventions to support their learning. As a result, children are gaining a wide range of skills in readiness for school when the time comes.

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

Children are happy and settled, which helps them to form very positive relationships and secure attachments with the childminder. The childminder creates a warm, welcoming and stimulating environment for children, which supports their emotional well-being. There are good settling-in arrangements and the childminder works closely with parents during this time, to share significant information about the children. As a result, children are well supported when they first start to attend, as the childminder provides them with familiar and consistent routines. Children display confidence in their surroundings and they are eager to play and learn in this vibrant home. The childminder interacts with children as they play, without being intrusive and shows an interest in their ideas, as well as providing a good narrative as they play. She is attentive towards their needs and children are happy to approach her for cuddles and reassurance.

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

Children have access to a clean and well-organised environment. The playroom and living room are set out, so children can be independent and access a wide range of toys and resources that are clearly labelled and easily accessible to all the children. These include, resources that reflect positive images of difference and diversity. However, opportunities for children to solve problems, take safe risks and explore nature in the outdoor learning environment have not been given full consideration. Displays of children's work are attractively presented on the playroom walls. This helps children to develop a sense of belonging and promotes their self-esteem. Children learn to play together, with the childminder encouraging them to share and take turns. They play alongside older children, preparing them for the next stage in their learning. The childminder sets a good example to children and acts as a good role model by managing behaviour effectively, according to

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

children's age and stage of development. As a result, children behave well and understand the clear boundaries and expectations. For example, they wait for the childminder before they enter the kitchen.

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

The childminder promotes children's good health and well-being. She takes children out everyday, enabling them to be physically active and benefit from fresh air. Information about children's dietary needs is requested when they first start and she is regularly updated. The childminder provides children with a good variety of balanced and nutritious meals and snacks, to develop their understanding of a healthy diet and lifestyle. However, the childminder does not always give children the opportunity to further practise their self- help skills. For example, by giving them the opportunity to chop their food and pour their own drinks. Through the childminder's gentle reminders, children gain a good understanding of health and personal care issues, such as washing their hands before meals and after using the toilet. With support, they also brush their teeth as part of everyday routines. Children learn to act in a safe manner. For example, the childminder

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

involves them in regular fire evacuation practises and she talks to them about road safety on outings. Alongside this, they learn to tidy away their toys and to sit at the small table safely, so they do not fall.

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provision

The childminder has a good understanding of safeguarding children within her care. She has completed relevant safeguarding training with the local authority and carefully adopts this knowledge in her practice. She also knows how to inform Ofsted of any significant changes or events. The childminder has in place full and relevant policies and procedures that effectively support the safety and welfare of children. She makes sure that all household members have been vetted to ensure their suitability. Also, she has a strong commitment and drive to ensure all children are safe. The childminder understands the point of contact of her Local Safeguarding Children Board and has the support of a childminding coordinator if she has a concern about a child's welfare. She uses effective risk assessments for her home and outings. This means that she minimises hazards and maintains a safe environment for children.

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provision

There is a clear and robust educational programme in place. The childminder understands the Early Years Foundation Stage and clearly identifies the seven areas of learning. There is accurate monitoring and tracking in place to support children's learning and development. As a result of this, children's next steps in learning are identified and activities and experiences are planned accordingly to meet the individual needs of the children. The childminder is starting to work with professionals and external agencies, to support children's individual learning needs.

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provision

The childminder undertakes a thorough self-evaluation of her setting, which takes into account the views of parents. Questionnaires are given out to parents and the childminder takes the time to view the feedback and to identify areas of weakness. Parents are extremely complimentary about the care that their children receive. The childminder consistently analyses her practice and clearly identifies her strengths and weaknesses. For example, she has addressed the recommendations made at her last inspection. Additionally, she has devised her own action plan, to provide a targeted approach to areas identified as in need of improvement. Self-evaluative practice is embedded in everyday activities and the childminder is extremely reflective, which ensures consistent development. The childminder has undertaken some training to refresh her own knowledge and views this as continuous development. She has planned a programme of

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provision

professional development and views the importance of training as an ongoing target, in order to ensure that she is constantly improving her already very good knowledge, understanding and practice. The childminder develops highly effective partnerships between herself, parents and external agencies. For example, she is starting to work with other childminders within the area in a local networking group, she accesses local provisions and has the support of a childminding coordinator. This allows her to continually discuss and share good practice, to further develop her knowledge and understanding and provide a good quality service for children and their families.

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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 309103 Local authority Lancashire Inspection number 867843 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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