Childminder in Lancashire

Inspection date

Previous inspection date 30/10/2014 11/02/2009

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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 childminder provides a welcoming and homely environment. She establishes warm and secure relationships with children, so they have a strong sense of security and belonging.  Effective teaching strategies are in place to help children develop and to support their physical, personal, social and emotional development. As a result, all children make good progress in their learning.  The childminder reflects on her own performance and identifies areas for improvement, to ensure appropriate interventions are sought for children to make good progress in their learning.  Safeguarding procedures are good and the childminder has a clear understanding of her responsibilities. This ensures that children's welfare is protected and they are kept safe.  Partnerships between the childminder and parents are good. Therefore, children's care and learning are well promoted.

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It is not yet outstanding because

 Children's understanding of the appropriate use of tools is not always fully supported, for example, when preparing their own snack.  The childminder does not provide a wide range of natural resources indoors, to enhance children's exploration and critical thinking.

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Information about this inspection

Inspections of registered early years provision are:  scheduled at least once in every inspection cycle – the current cycle ends on 31 July

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage or where assessment of the provision identifies a need for early inspection  prioritised where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed activities in the lounge, kitchen and outside area.  The inspector conducted a joint observation with the childminder.

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Inspection activities

 The inspector looked at a range of documents including children's records, learning journals, observation, assessment and planning documentation, written policies, training certificates and a selection of other documents.

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Inspection activities

 The inspector checked evidence of the suitability of all adults in the household, the childminder's qualifications, including first aid, and her self-evaluation form.  The inspector interacted with children throughout the inspection.  The inspector took the views of parents into consideration.

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Information about the setting

The childminder was registered in 1999 and is on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three children aged seven, eight and 15 years in the Lostock Hall area of Preston, Lancashire. The whole of the ground floor is used for childminding. There is an enclosed garden to the rear of the home for outdoor play. The family has two pet cats and a goldfish. The childminder takes and collects children from local schools. She operates from 8am until 6pm each weekday. There are currently six children on roll, two of whom are within the early years age range. The childminder holds a relevant childcare qualification at level 3.

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

 enhance children's understanding of how to use tools properly, for example, by offering guidance when they prepare their own snack

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

 enhance children's exploration and critical thinking skills, for example, by providing more open-ended, natural resources in the indoor environment.

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who attend

Teaching is good because the childminder provides a good range of interesting, stimulating and challenging experiences for children to enjoy, both indoors and outside, including outings. This means that children thoroughly enjoy exploring the environment while being supported and encouraged to try new things. For example, children enjoy discovering and naming the creatures living under the numbered coconut shells in the garden. There are a variety of open-ended, natural resources outdoors, which support the development of children's critical thinking. However, such resources are fewer in the indoor environment to enhance children's exploration and critical thinking further. The childminder ensures that each child feels valued as an individual. This means that all children are supported appropriately. As a result, children are progressing well towards their expected levels of development because the childminder provides good levels of

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who attend

challenge. The childminder has high expectations for children and a good understanding of child development, including the prime and specific areas of learning. She uses this knowledge effectively to support children to make good progress across all areas of learning. For example, when supporting early language development, she repeats familiar nursery rhymes or sequences, leaving out words and giving children time to say the missing word. The childminder uses a clear system to observe, monitor and track children's learning through accurate assessments. This means she has a good understanding of children's individual learning needs and interests. This information is then used to inform the planning. As a result, children demonstrate the characteristics of effective learning and make good progress. Planning for children's future learning is effective as it is informed by their identified next steps and interests. Therefore, children's individual learning needs are

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who attend

met. For example, when children show an interest in singing, the childminder puts on a compact disc, encourages dressing up, and performs dance routines with them. This means they are supported with individual learning opportunities to make good progress in all of the seven areas of learning. Additionally, there are a broad range of play opportunities to help children make good progress. This is as a result of a solid, secure understanding of how children learn, and accurate monitoring. Therefore, children are ready for school when the time comes because they have a wide range of skills to support their future education.

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who attend

Relationships with parents are very positive and contribute well to meeting all the children's needs. Parents speak to the childminder on a daily basis and a detailed and effective communication book is used. It is an accurate means of two-way communication between parents, carers and the childminder, which supports children's learning and development. Parents contribute to learning files and are involved in the assessment process. For example, the childminder involves parents in the progress checks of children between the ages of two and three years to identify their strengths and the areas where their progress is less than expected. She completes these in a timely manner. Therefore, children are effectively supported in partnership with parents, and any relevant professionals and early intervention can be sought if necessary. The parents and childminder enjoy a strong relationship, which supports a shared understanding of

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who attend

children's learning in the setting and at home. For example, a newsletter detailing planning is sent home every six to eight weeks. Consequently, the childminder effectively supports parents in extending children's learning at home.

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

The childminder develops strong, supportive and positive relationships which provide maximum benefit to both the children and their families. This effectively supports children's emotional well-being and provides firm foundations for their learning. The childminder ensures that all children form secure bonds and attachments by having well- tailored settling-in procedures. She ensures that children are happy and enjoy their time by finding out about their needs, likes and dislikes and talking to parents on an ongoing basis. For example, she talks to parents each day to ensure consistent support is offered to children. Consequently, the welcoming environment helps children feel at home in the setting, so that they enjoy their time and make good progress in their learning.

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

Children actively adopt healthy lifestyles. They independently follow good hygiene routines and are reminded of the importance of washing their hands before mealtimes. Meals and snacks are healthy and nutritious, for example, a variety of fruit and home-made cottage pie with vegetables. This range gives children good opportunities to try new tastes and is varied to encourage them to be interested in what they eat. Children enjoy these social occasions. Their behaviour is managed very well. The childminder gets down to the children's level and calmly communicates her expectations. Therefore, the focus is on a positive atmosphere of mutual respect and trust, where the childminder frequently praises children's efforts and achievements. Consequently, behaviour is good and children's self- esteem is well supported.

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

Children's independence skills are well developed and therefore, when the time comes, they can effectively make transitions to other settings, such as school. They are able to manage their own self-care, appropriate to their age. Consequently, children are self- assured and confident. For example, children confidently prepare their own snack. However, the childminder does not always explain how to use utensils correctly. This means children are not always fully supported in their understanding of how to use tools. The childminder ensures medical and dietary needs are known and managed, and all accidents are recorded. She holds a paediatric first-aid qualification and has a good understanding of safeguarding issues to ensure children learn about keeping themselves safe at all times. For example, she encourages an understanding of road safety, while walking to the park. Children delight in 'pressing the button for the green man' in order to

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

cross the road safely. They confidently use the climbing frame and explore at the local park. Consequently, children learn how to understand the world in a well-organised, risk- assessed environment.

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provision

Safeguarding arrangements are good. The childminder understands her role in protecting children from harm and is aware of what to do should she have a concern about children's welfare. This helps to make sure that children are appropriately protected. The childminder is fully aware of her role and responsibilities in delivering the Early Years Foundation Stage. Risk assessments and safety measures are thorough, and as a result, children are cared for in a safe environment. All adults in the household have undergone relevant checks to ensure they are suitable to be around children. Required documentation and records are well maintained and reviewed to ensure they are up to date. They effectively underpin the childminder's practice in maintaining children's safety and welfare.

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provision

The childminder is highly motivated in her continuous professional development and is continually seeking ways to improve. The wealth of training she undertakes contributes towards the good progress that children make in their learning. For example, she has attended training in relation to supporting children's communication and language development, and has implemented the 'OWL' principles of 'observe, wait and listen' into her practice. Consequently, children's speech development is well supported.

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provision

Effective partnerships with parents are well established. Their views contribute to self- evaluation and continued improvement through regular consultation as the childminder provides opportunities for them to express their opinions through discussion. Consequently, self-evaluation and improvement plans are good because parents and carers are fully involved. The childminder has high expectations and a strong drive to improve this already good setting. For example, since the last inspection, all actions and recommendations have been fully addressed. Feedback from parents is overwhelmingly positive. For example, parents state 'my child's development has been fantastic'. The childminder understands her responsibility in working with external agencies, where needed, to support children's development.

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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 308753 Local authority Lancashire Inspection number 867830 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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