Childminder in Lancashire

Inspection date

Previous inspection date 23/10/2014 12/11/2008

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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 very well and feel safe because the childminder treats them with care and has a strong understanding of their emotional needs.  The childminder has a good understanding of safeguarding issues. Therefore, children are well protected and feel secure as they play and learn.  Well-planned activities reflect children's age and stage of development. This enables them to be fully engaged and challenged in their play.  The childminder demonstrates a good commitment to ongoing improvement. She reflects on her practice, which helps to ensure she remains inspired and motivated in improving her provision.  The childminder offers lots of interesting resources and outings that support children's understanding of healthy lifestyles and their all-round development. Therefore, children make good progress from their starting points in all areas of learning.

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It is not yet outstanding because

 There are fewer opportunities for children to explore letters and numbers in the learning environment, to enhance their development.

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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 and interactions between the children and the childminder.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the inspection.

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Inspection activities

 The inspector took into account the views of parents from a range of references that have been obtained.

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Inspection activities

 The inspector held a discussion with the childminder about the learning and assessment of the children in the provision.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder, her documentation and her policies and procedures.

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Information about the setting

The childminder was registered in 2000 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives in the Rawtenstall area of Rossendale with her husband and two adult children. The playroom, dining room, kitchen, hallway and downstairs toilet, which are all on the ground floor, are used for childminding. There is a secure outdoor garden, which can be accessed from the playroom. The family has pet cats. There are currently seven children on roll, one of whom is in the early years age range. The childminder operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays. She holds a qualification at level 3 in childcare.

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

 enhance the vibrant learning environment by, for example, adding more letter and number resources, so that children are able to deepen their understanding of these concepts.

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who attend

Children enjoy their time at the setting. They play with a wide range of toys that are accessible for all children to enjoy. Toys are set up in the playroom for children to independently access and play with. Children are effectively supported by the childminder, who encourages them to 'have a go' at activities within the exciting and positive environment. This enables children to become involved in active learning and to enjoy their achievements. Praise and encouragement are used effectively, which fosters children's emotional well-being. Sensitive and loving care provides a strong foundation for children. As a result, they are confident and relaxed in the childminder's care.

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who attend

The childminder has a good understanding of the learning and development requirements of the Early Years Foundation Stage. As a result, she plans and delivers a broad range of activities that support all children to make strong progress from their starting points in all areas of learning. The childminder carries out accurate assessments of children's development when they first join and then uses this information to track children's progress through their time at the setting. This means that she can clearly identify when children are not making the expected progress and arrange any necessary intervention to help them reach their full potential. Activities that are planned and carried out are child-led and she plans activities that meet their specific interests and developmental needs. For example, children enjoy learning about animals and delightfully produce artwork using a variety of sensory materials to decorate with. Consequently, children learn well and are

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who attend

making good levels of progress. All children who attend the setting have an individual learning journal. This provides information concerning children's progress and how the childminder supports each child individually while in her care. The childminder is currently changing the way in which she is tracking the development of the children. This is having a positive effect on her planning and delivery of activities. Therefore, she is able to fully meet all the children's learning needs. Consequently, children's learning and development are fully supported.

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who attend

The individual learning journals are effectively shared and discussed with parents, and the childminder exchanges information with them about their children's progress. Therefore, parents have a good understanding of their children's learning. The good quality of teaching and the skilful questioning by the childminder enable children to become involved in language and communication, which extends their thinking and develops their understanding of the world around them. Children have a wide range of books to look at and to listen to. Children feel comfortable and are able to relax while listening to stories. They have opportunities to develop their early writing skills through creative activities. However, there are fewer opportunities for children to consolidate their understanding of literacy in the outdoor area, because letters and numerals are not displayed in the same way as indoors.

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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 the children are tired or hungry and quickly responds to their needs. Detailed information is sought from parents prior to children joining in order to meet their needs effectively. For example, information is recorded about any dietary issues, such as allergies, and also children's preferences for foods. 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 enjoyments throughout the day. This takes place through verbal and written means. As result, the

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

childminder provides excellent support for children's emotional well-being and physical needs. This means that partnerships with parents to support children's well-being are excellent.

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

The childminder is an excellent role model for children. She engages in play, shows the children how to use resources to their full potential, and continually praises children on their achievements. This provides children with a very strong sense of belonging and helps them to develop their independence and to be fully involved in their learning. The childminder demonstrates expertise when using routine times, such as snack time sessions, to extend children's learning. For example, children help to count out the fruit and the childminder encourages them to count and name the fruit and its colour during a snack time session. Fresh drinking water is readily available for the children to access all day. A selection of healthy snacks and nutritious meals are readily available and ensure that children are provided with a balanced diet. The childminder has discussions with the children about a healthy balanced diet and where food comes from.

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

Children have access to the outdoor area daily and the childminder makes effective use of outdoor environment, which supports children's all-round development and emotional well-being. The outdoor area provides exploration areas, which enhances children's learning and enables them to learn how to asses and manage risks. For example, a sensory garden, a digging area and large plastic trays are provided. This provides the children with a range of natural materials and open-ended resources for them to investigate and develop new experiences. Their exploratory skills and curiosity are supported well outdoors. Consequently, children are provided with a wide range of opportunities to challenge them in all areas of learning. Children enjoy using cuttings from the trees and flowers and collecting twigs so that they can become involved in gardening. In particular, children design their own sensory gardens using plastic trays. The

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

childminder helps children to learn about safety while promoting their natural curiosity. This gives them the skills they need to understand the world around them.

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provision

The childminder has a good understanding of her roles and responsibilities to meet the safeguarding and welfare and the learning and development requirements of the Early Years Foundation Stage. As a result, the childminder is confident in identifying and reporting any concerns about a child's welfare, and children are well protected from harm. Effective risk assessments and daily safety checks are completed to minimise hazards in order to reduce the risk of accidents to children. The childminder has a first-aid certificate and appropriate accident, incident and medicine records are in place.

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provision

The childminder has a drive for improvement which is demonstrated by a clear improvement plan, and all recommendations from the last inspection have been clearly met. The childminder is extremely reflective, which ensures consistent development. She undertakes regular training to refresh her own knowledge and views this as an important part of her continuous development. The childminder monitors the curriculum and the planning and assessments of children's progress. She adapts her planning and practice to meet the individual requirements of all children, of varying age ranges. This means that children make good progress from their starting points as the childminder shares the information gathered with parents and professionals. As a result, the outcomes of children continue to improve and develop. The childminder liaises with other childminders and professionals, for example, her local childminding coordinator, where she seeks to get

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provision

extra support and advice when she needs it.

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provision

The childminder forms strong relationships with parents. She works well with parents, which enables her to meet the children's continually changing needs. She has implemented an effective two-way flow of information. She has daily conversations about them, which means the children receive continuity of care and parents feel fully included in their child's care and learning. Parents are very positive about the care their children receive. In particular, how excited the children are when they arrive and how they would not change the way in which their children are being looked after. The childminder develops effective partnership working with other providers of the Early Years Foundation Stage where children also attend. In addition, she is aware of how to contact other professionals who can offer guidance and support if she has any concerns about children's development and progress.

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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 308963 Local authority Lancashire Inspection number 867836 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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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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