Ashworth, Darren Thomas

Inspection date

Previous inspection date 24/10/2014 08/11/2010

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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 childminder plans exciting and appropriately challenging activities that support the learning needs of all the children.  Children are happy and keen to learn because activities reflect their specific interests.  Children thrive and display high levels of self-esteem because of the caring and supportive relationships they have with the childminder.  The childminder has a good understanding of safeguarding children. Rigorous daily checks of the premises and a clear understanding of the possible indicators of abuse ensure children are protected while in his care.  The childminder works effectively with his co-childminder and demonstrates a commitment to continuous improvement. Therefore, he effectively prioritises improvements that will benefit children the most.

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It is not yet outstanding because

 On occasion, the childminder asks the children questions that require a 'yes' or 'no' answer and does not always allow them sufficient time to think and respond.  Opportunities for parents to share information about what children are learning at home and complement experiences undertaken at the childminder's setting have not been fully embedded.

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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 compulsory part 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.

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Inspection activities

 The inspector observed the childminder while he interacted with the children and his co-childminder, and held discussions with him about the setting throughout the inspection.

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Inspection activities

 The inspector checked the childminder's documentation, including the children's learning records, risk assessments and the childminder's systems for self-evaluation.

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Inspection activities

 The inspector checked the evidence of the suitability of the childminder and other adults living at the home.

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Information about the setting

The childminder was registered in 2010 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. He lives with his wife, who is also a registered childminder, and their four children, aged 15, 12, 10 and 4 years, in a house in Bacup. The whole of the ground floor, four bedrooms on the second floor and the rear garden are used for childminding. The family has two crested geckos as pets. The childminder attends a toddler group and activities at the local children's centre. He visits the shops and park on a regular basis. He collects children from the local schools and pre- schools. There are currently 15 children on roll, eight of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round, from 5.30am to 7pm, 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:

 enhance the use of a wider range of teaching strategies, for example, by using more open-ended questions and giving children sufficient time to think and respond

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

 use more frequently information obtained from parents about what their children are learning at home, to further extend and complement future activity planning.

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who attend

The childminder establishes each child's initial capabilities and starting points, by discussing their individual abilities, needs and interests with their parents, who also complete an All about me document for their child. The childminder also conducts his own observations to get to know children well and follow their interests. This enables him to plan interesting activities, tailored to each child's emerging skills and stage of development. The childminder has high expectations of children and offers appropriate levels of support and challenge, as and when required. Fun and effective teaching strategies are used well to help children make consistent progress relevant to their age. The childminder records each child's progress in a learning journal folder and he is making good use of available early years guidance documents, to ensure any next steps are clearly identified and used to inform future planning, teaching and activities. However,

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who attend

information about what children are learning and enjoying at home is not always given full consideration and used effectively to complement activity planning. Observations undertaken show children are making good progress and developing skills and confidence in all areas of learning, in particular the prime areas. This provides a firm foundation for their future learning, and eventually ensures that children are acquiring the skills and dispositions for future learning, to be ready for school.

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who attend

Resources are plentiful and well maintained. They provide children with a range of play opportunities which cover all the areas of learning. Children's physical development is enhanced by easy access from the playrooms to the garden, where they enjoy jumping in and out of the tyres, helping the childminder with gardening tasks and hunting for bugs. In addition, children enjoy outings to the local toddler group and activities at the children's centre. This supports children to build confidence and self-esteem with adults and their peers away from the home. The childminder interacts well with the children, involving them in conversations. He questions the children on most occasions. For example, when playing with the water, he talks to the children about concepts, such as wet and dry. However, this is not always consistent and sometimes he asks questions that only require a 'yes' or 'no' answer. Furthermore, he sometimes does not allow children sufficient time

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who attend

to be able to think and answer his questions. Nevertheless, he does understand the importance of extending children's communication and language skills and regularly attends singing and story sessions at the local children's centre. He then incorporates ideas from these sessions into practice, through planned activities, to support children even further, for example, by singing repetitive songs and rhymes.

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who attend

Children learn about the world through a good range of planned and spontaneous activities. For example, they learn about caring for living things, as they help the childminder to take care of the two pet geckos and help him to look after the plants, fruits and vegetables in the garden. The childminder introduces some mathematical concepts into children's play. For example, he asks them how many dinosaurs they have and discusses their different sizes, using language, such as big and small. In addition, he sings songs and reads books that contain a variety of mathematical ideas. As a result, children's understanding of these concepts is extended. Children have access to a good range of tools to make marks, such as pens, chalks and paint. Their imaginative skills are well supported. They enjoy role play and dressing up as their favourite characters. Therefore, children have lots of opportunities to test and try out different roles.

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

Children are very settled with this warm and friendly childminder because he successfully supports their emotional well-being, personal and social skills. Children are confident as a result of this caring, respectful approach and, subsequently, form secure attachments with him. Effective settling-in procedures are in place, to ensure that children feel happy and secure before they start, including the childminder or co-childminder visiting children at their home. This ensures there is a smooth and effective move from the children's home to the childminder's setting. The childminder uses a positive and consistent approach to managing behaviour, which takes into account children's understanding and stage of development. He is a good role model to children, treating them with respect, and he places emphasis on children learning to play alongside each other, sharing and taking turns with the resources. Children are rewarded with lots of praise and encouragement for

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

their efforts. Consequently, this helps children to understand the rules and build positive relationships with each other. Timely reminders from the childminder teach children how to keep themselves safe. For example, he reminds children not to run indoors and to wait for him at the garden gate. Additionally, he discusses road safety when out in the community and carries out regular fire evacuation drills.

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

The childminder supports children's progression well, as he provides a stimulating learning environment. Resources are set out attractively in the playrooms and are easy accessible, which helps children to make their own choices and develop their independence. Many opportunities are provided for children to benefit from physical exercise. Children enjoy many visits in the local area, where they use large play equipment and explore the local woodland. This develops their large muscle skills and they learn about the natural world. Children's healthy lifestyles are promoted, through regular exercise and positive food choices. For example, the childminder works closely with his co-childminder to develop menus and ensure children receive at least five portions of fresh fruit and vegetables each day. The childminder liaises with parents about weaning babies, to gradually introduce a broader range of textures and tastes. Additionally, he and his co-childminder are vigilant in

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

ensuring that any medical conditions are managed well. As a result, children's individual dietary needs are met. Easy access to the garden area ensures children have plenty of fresh air. Children are also given the opportunity to experience risk and challenge as they climb and balance on the tyres. Babies have lots of space to move freely and practise their developing physical skills. They are becoming aware of risk and their own capabilities as they are encouraged to explore.

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

Children manage their personal needs very well, according to their age and stage of development. For example, older children access the toilet and wash their hands independently, while babies sit comfortably at the low-level table and feed themselves with ease and confidence. The childminder helps toddlers to begin to develop good hygiene habits, such as using wipes to clean their hands prior to eating. Facilities, such as a large sofa, cushions and blankets, are available in the lounge for children to rest or sleep according to their individual needs. Additionally, there are travel cots available for those children who prefer to sleep this way.

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provision

The childminder has a good understanding of the safeguarding and welfare requirements. This is demonstrated further by his ongoing completion of the childminder portfolio, which highlights his provision, his work with his co-childminder and, most importantly, activities and experiences provided for children. As a result, he is able to identify aspects of his provision that are strong and those that need further attention. The childminder and his co-childminder have attended training, such as first aid, child protection and food hygiene. Consequently, children's health and well-being are successfully promoted. The childminder demonstrates a secure understanding of the possible indicators of abuse and of how he should proceed should he be concerned about any child, or the conduct of his co- childminder. Rigorous daily checks and risk assessments ensure that children are safe while they play and explore. As a result, children are protected from harm while in his

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provision

The childminder has a good understanding of the learning and development requirements. He plans interesting and stimulating experiences for children across the seven areas of learning. The childminder tracks children's progress accurately and plans the next steps, to extend and support children's learning. She is aware of the need to complete the progress check for children aged between two and three years, and understands the requirement to share this with parents and other professionals, to ensure all children are developing in line with expectations. The childminder continually reflects upon all aspects of his service. For instance, he consults with his co-childminder during quiet periods of the day, or in the evening, to discuss future plans and combine their ideas. On reflection of recent evaluations, they have considered new menus for the autumn and the childminder has prioritised further improvements to the outdoor area, such as creating spaces for children

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provision

to be able to grow even more fruit and vegetables. Additionally, he has recently replaced the outdoor grounds to include a large area covered with cushion flooring, to further ensure children's safety and make access to the outdoors freely available each day. The childminder has also taken steps to address the actions and recommendations made in his last report.

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provision

Partnerships with parents are very well established. Parents state they are very happy with the care their children receive. The childminder demonstrates a good understanding of the benefits of working in partnership with other agencies, in particular with school teachers. He has already made good links with the local school and pre-school. This ensures that children receive a consistent approach in their learning. Consequently, he is able to successfully support children when the time arrives for them to take the next steps in their learning.

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The Childcare Register

The requirements for the compulsory 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 EY405387 Local authority Lancashire Inspection number 850654 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 15

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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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