Childminder in Lancashire

Inspection date

Previous inspection date 27/10/2014 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable 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 are very happy and settled in this supportive setting because the childminder develops warm and caring relationships with them. They are eager to play and learn because the environment is stimulating and appealing.  The childminder engages with children very well during their play. She supports their communication and language development as she asks a good range of open-ended questions so that they learn to think creatively for themselves.  The childminder remains vigilant and ensures that her premises are clean and secure at all times so that children remain safe in her care. They develop their own awareness of safety and begin to manage risks for themselves through a range of effective activities.  The childminder plans a good range of activities for the children to engage in that support them in developing their knowledge and skills across all areas. She skilfully links her activities to the themes that children are engaging in, their individual needs

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This provision is good

and next steps. As a result, children make good progress in their learning.

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It is not yet outstanding because

 There are fewer mark-making opportunities available for children to independently access on a daily basis to further develop their early writing skills.  There are fewer opportunities for children to talk about and share information about their wider family and the people who are special to them, with their peers, to further develop their self-confidence 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 had a tour of the areas used for childminding.

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Inspection activities

 The inspector spoke with the childminder and the children throughout the inspection.  The inspector observed children during their self-chosen activities.

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Inspection activities

 The inspector conducted a joint observation with the childminder during a planned activity.

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Inspection activities

 The inspector looked at a range of documentation relating to the setting and to children. These included, the providers self-evaluation form, evidence of suitability checks, a record of the childminder's training, risk assessment records, the policies and procedures and children's learning files.

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Inspection activities

 The inspector took account of the views from parents and carers spoken to on the day of the inspection and from information provided on the childminder's parent feedback forms.

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Information about the setting

The childminder was registered in 2013 and is 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 a house in Morecambe. The whole of the ground floor and the bathroom on the first floor are used for childminding. There is a secure outdoor area on two levels for children to access. The childminder attends a number of local toddler groups and activities at the local children's centres. She visits the beach and park on a regular basis. The childminder collects children from the local schools and pre-schools. There are currently four children on roll, three of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round, from 8am to 5pm, Monday to Friday, except for family holidays. She works flexibly to meet the needs of parents. She is a member of the Bay Childminding Network and holds a childcare

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

 enhance the range of mark-making materials provided to children on a daily basis to further develop their early writing skills, for example, by providing items, such as pens, pencils, chalks and paintbrushes with water for them to independently access as they play

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

 extend the opportunities for children to develop further their self-confidence skills through sharing information about their wider family and the people who are special to them, for example, by creating family photograph books for the children to look at and talk about with their peers.

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who attend

Children make good progress in their learning, given their starting points. The childminder skilfully gathers information from the parents on the 'All about me' document to seek information relating to children's needs and interests and to determine what they can already do. The childminder complements this information as she completes her own initial observations of children. As a result, children's unique starting points are clearly defined. The childminder uses the information from these initial documents to create 'individual plans' to support children as they settle into the setting. This ensures that the childminder plans activities specifically related to their interests and individual needs. As a result, children are well supported in their learning. Observations are extremely clear and precise. 'Look, listen and note' observations clearly record the achievements that children make as they play. Longer observations are used to record children's interests and

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who attend

learning styles over a longer period of time. These are accurately linked to the Early Years Foundation Stage and clearly detail the next steps in children's learning. Children's achievements are further celebrated through the 'My special wow moments' that the childminder records in their learning files. Assessments of children accurately record the progress that children are making in their learning and clearly highlight their next steps. The childminder uses this information to plan challenging and interesting activities for the children to take part in, to further support their learning and development. In addition, the childminder is proactive in enhancing the areas of play with additional resources to support children further. As a result, children are ready for their next stages in learning and for their eventual move on to school.

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who attend

The childminder is well qualified and has a good understanding of how to promote children's learning and development. A good range of challenging and interesting activities are planned for the children to support them in developing their knowledge and skills across all areas of learning. The childminder engages with children very well during their play. She supports them in developing their communication and language skills as she asks a good range of open-ended questions so that children can think creatively for themselves. For example, as children select two cups from the toy kitchen the childminder asks who they are making a drink for. Children actively respond and say the childminder's name. This is further extended as children begin to talk about making breakfast for their mummy. The childminder skilfully supports children as she asks what types of food they will make. The childminder instantly recognises when children show a particular

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who attend

preference for an activity and eagerly engages in playing peek-a-boo with the children. This ensures that their activities are enjoyable. Therefore, they sustain children's interest. Children develop their sensory skills as they play with the water beads. The childminder skilfully links this to the theme that children are learning about and enhances the activity with spiders and green and orange coloured beads to represent Halloween. Children eagerly engage and use their sense of touch to explore the textures. They use tools for a purpose as they begin to scoop the water beads from one container to another. The childminder readily responds to children's needs when they express their dislike at scooping up the spiders. She supports them in doing this and skilfully follows the children's lead, asking them where they would like her to put them. This ensures that children's personal, social and emotional development is fostered well. Children develop their early

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who attend

reading skills because there is a good range of fact and fiction books for the children to access. Children sit comfortably on the childminder's knee to listen to stories that are read enthusiastically by her. However, although children enjoy making marks with crayons and often take part in sensory activities where they can make marks using their fingers, there are fewer mark-making opportunities available for children to independently access on a daily basis to further develop their early writing skills.

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who attend

Partnerships with parents are good. The childminder uses a good range of ways to involve all parents with their children's learning. 'To and fro' books are an effective two-way flow of information between the childminder and the parents. These books detail what children have been involved in at their time at the setting and at home. The childminder encourages parents to take their children's learning files home to share with their children on a regular basis. Parents actively contribute to these as they record their children's wow moments, special events and interests from home. The childminder skilfully uses the information from these to complement children's learning and development at home. Newsletters are shared with parents and inform them of the themes that the children will be taking part in. This supports parents in supporting their children's learning at home and in bringing special items of interest from home in support of the theme. As a result, a

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who attend

shared approach to children's learning is fully embraced.

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

Children are very happy and settled in this supportive and caring environment because the childminder develops warm relationships with the children. The childminder's induction procedure ensures that children have plenty of time to settle so that they can develop secure emotional attachments with her and become familiar with their new surroundings. As a result, children confidently wave to their parents as they leave. The childminder knows her children well because she seeks detailed information from the parents as they begin at the setting. Therefore, she responds to their needs effectively. For example, the childminder takes into consideration children's preferences for sleep and settles them in a pushchair before transferring them onto the cosy area so that they are more comfortable. This ensures that their emotional well-being is effectively supported. Children are sociable with one another and make new relationships easily because the childminder takes them

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

to many local toddler groups. In addition, the childminder often links up with other childminders so that children can engage in activities together. Children enjoy looking at photographs of themselves around the rooms and in each other's learning files. They confidently reflect on their experiences and talk about what they see. However, there is room to extend the opportunities for children to develop their self-confidence further by talking with their peers about their wider family and people who are special to them. Children display positive behaviour because the childminder is a good role model. For example, they learn how to treat the toys and resources with respect. This is because the childminder sensitively explains that if they bang them on the floor, they will break. As a result, children learn the expectations of the setting.

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

Healthy eating is highly promoted. The childminder teaches the children about healthy foods because she talks about the different fruits they eat for their snack. She is proactive in working with the parents to support children who are more reluctant to try a range of healthy foods. For example, the childminder takes children to the local supermarket so that they can be involved in purchasing a range of fruits to try. She further enhances this by encouraging the children to try a range of fruits in different forms, such as when making fruit smoothies. Children learn about good hygiene practices. They learn about the importance of washing their hands as they eagerly engage in singing their washing and drying hands song before snack and lunchtime. The childminder ensures that children have regular access to fresh air and opportunities to exercise because she takes them for many outings in their local community. The children regularly visit the beach to collect

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

shells and stones. They enjoy running around freely at the local splash park when the weather is warm. As a result, they adopt healthy lifestyles. Children learn to keep themselves safe when out and about because the childminder teaches them to hold hands and explains how to cross the road safely. They regularly take part in evacuation procedures so that they become familiar with the routine. Children begin to manage risks for themselves as they confidently climb down the step into the garden. The childminder reminds them to be careful and to hold onto her hand or the wall for support if needed. Children access the slide in the garden independently and further manage their own safety needs as they confidently climb on the equipment at the local park.

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

The play environment invites children to play and learn because it is appealing and stimulating. The rooms are creatively decorated with a wide range of posters, children's artwork and photographs. This supports children in developing a sense of pride in their achievements. The childminder organises her home effectively. The good range of toys and resources are clearly labelled with pictures and text and are fully accessible on low- level shelving units. This means that children are able to make choices for themselves as they select the resources of their choosing. Children independently help to put on their own coats and shoes before going out to play and enjoy cutting up their banana for snack using a child safe knife. As a result, their emotional well-being is promoted and they develop confidence skills needed for when they move on to school.

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provision

The childminder has attended safeguarding training and demonstrates a good knowledge and understanding of what would alert her to a concern about a child in her care. In addition, she has a clear understanding of the procedures that she needs to take to protect children from harm and knows who to contact to seek support and guidance. Good systems are in place to keep children safe. Policies and procedures are well written and are accurately reflected in practice. Robust risk assessments are in place for all areas of the setting and for outings. These are regularly reviewed and effectively reduce any potential hazards. The childminder remains vigilant and conducts daily checks on her equipment and resources. This ensures they are safe and fit for purpose. In addition, she ensures that her home and outdoor areas remain secure. This ensures that children are able to play and learn in a safe environment. Visitors are thoroughly checked as they

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provision

arrive at the setting. The childminder seeks the reasons for their visit and stringently checks identification badges. Furthermore, a record of the visit is recorded in the visitor's book. The childminder is fully trained in first-aid. Therefore, she has a good understanding of the procedures she needs to take in the event of an emergency and responds appropriately to any accidents. As a result, children are fully safeguarded because their safety and well-being is regarded as a high priority.

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provision

The childminder is well qualified and has a good understanding of how children learn. The training and her experience ensures that she has a good understanding of how to promote children's learning and development. Therefore, the quality of teaching is good. The childminder accurately monitors all children's progress and learning through the effective use of her development tracker assessments. She quickly identifies where there are gaps in children's learning and effectively supports this by planning specific activities and through making enhancements to her areas of play. Furthermore, she is confident to seek advice and support from other agencies to support the children. As a result, all children make good progress in their learning. The childminder is committed to her role and has a clear training plan in place. She regularly attends further training opportunities to develop her own knowledge and skills. She skilfully uses the information she learns to inform her

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provision

own practice. This demonstrates that the childminder shows a true commitment to her role. Children benefit from a good quality learning environment. This is because the childminder strives to develop her setting and makes effective and regular evaluations. The childminder values the views of parents and children and seeks their feedback through questionnaires and daily communication. She is proactive in supporting any further improvements that they communicate. For example, through daily observations and communication the childminder identified that children were developing an interest in animals when looking at books. She arranged a visit to a nearby farm so that the children could see real animals and compare them with the images in books. This all means that the childminder shows a clear drive and determination to improve the quality of the learning experiences provided to the children.

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provision

Partnerships with parents are good. A welcome letter is sent to parents detailing information about the childminder, how she will support children's moves on to other settings and what observations and assessments she will carry out. This ensures that parents are fully aware of how the childminder intends to support the children in her care. Parents report that they feel assured that their children are very happy because the childminder is lovely and caring. They feel welcome to talk to her about their children at any time and feel fully involved in their learning. Partnerships with others are good. The childminder is confident to seek advice and support from her childminder adviser. She is a member of the local childminding network and regularly attends the cluster meetings to keep abreast of new developments in the early years sector. In addition, she meets up with other local childminders to share good practice ideas. Children who attend other

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provision

settings are effectively supported because the childminder shares a report with them detailing where children are in their learning and information about their likes and dislikes. As a result, children benefit from smooth moves on to other settings because their learning is complemented across all settings.

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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 EY466106 Local authority Lancashire Inspection number 950858 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

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Name of provider

Date of previous inspection not applicable

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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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