Beig, Collette Jane

Inspection date

Previous inspection date 30/10/2014 30/03/2009

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early years provision

This inspection: 2 Previous inspection: 2 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The quality of teaching is good. The childminder has a good understanding of the learning and development requirements of the Early Years Foundation Stage. As a result, children engage in a range of stimulating experiences, which meet their individual needs, interests and contribute to their continued good progress.  The warm, friendly childminder establishes a close bond and attachment with the children. As a result, children are happy and contented and settle-in well.  The childminder understands how to protect children from harm and therefore, they are safeguarded in her care. Consequently, children show in their behaviour that they feel safe and secure.  The childminder builds good partnership working with parents and this ensures that children's care and learning are well supported.

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It is not yet outstanding because

 The childminder does not always gather sharply focused information from parents about children's learning and development to identify more precisely each child's starting points on entry, in order to further enrich the planning process.

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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 childminder's house and talked with the childminder.  The inspector viewed the areas of the premises and garden used for childminding.

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Inspection activities

 The inspector took account of the views of children and parents, as recorded in written questionnaires and reference letters and spoken to on the day.  The inspector looked at children's assessment records and planning documentation.

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Inspection activities

 The inspector discussed the procedures for safeguarding children with the childminder and viewed the risk assessments and other safety documentation.  The inspector reviewed the childminder's self-evaluation form.

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Information about the setting

The childminder was registered in 2004 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and adult children in the Kirkham area of Preston in Lancashire. The lounge, dining area and conservatory on the ground floor, the bathroom facilities on the first floor and the rear garden are used for childminding. The family has a pet dog. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and parks on a regular basis. She collects children from the local schools and pre-schools. There are currently five children on roll, of whom three are in the early years age group and attend for a variety of sessions. The childminder provides funded early education for two-, three- and four-year-old children. She operates all year round, from 8am to 5.30pm, Monday to Friday, except bank holidays and family holidays. The childminder is offered support and

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Information about the setting

training from the local childminding network. She 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 the depth of information gathered from parents about children's learning and development to identify more precisely each child's starting points on entry, in order to further enrich the planning process.

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who attend

The childminder has good skills and knowledge of the requirements of the Early Years Foundation Stage and teaching is good across all areas of learning. Children are offered opportunities to learn in playful, active and creative ways across all seven areas of learning. The childminder offers a good balance of adult-led and child-initiated activities and allows children time and space to explore and develop in their own unique ways. She provides a good range of interesting and challenging resources for children to help themselves to. For example, children enjoy playing rolling balls and toy cars on different surfaces and pressing buttons on the information and communication technology activities that they have accessed freely. Consequently, children are spontaneous and make decisions about their own play activities and they remain interested and motivated to learn. The childminder provides opportunities for children to play with ideas in different

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who attend

situations and with a variety of resources, for example, by offering pans and wooden spoons that can be used in different ways. Children pretend to make lunch as they stir a spoon in the pan in the home corner and then concentrate as they listen to the different noise the spoon makes as they tap different objects outdoors. Consequently, children discover different ways of doing things and this enhances their ability to think critically and ask questions.

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who attend

The childminder provides good models of language as she offers a running commentary while children play. She repeats words and phrases and extends their vocabulary as she teaches them to use new words. For example, as children play with the glittery paint. She encourages children to talk together, for example, during mealtimes, within a welcoming and relaxed atmosphere. Consequently, children make good progress as they confidently talk to each other throughout the day, developing their social skills as well as their language and communication skills. The childminder teaches children the early stages of mathematics. For example, as she talks about the different coloured fruit and helps children to work out how to put the different shapes into the sorting activity. As a result, children develop good problem solving skills and show enthusiasm, engagement and self- motivation. The childminder gives children plenty of time to continue with their own play.

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who attend

As a result, children develop good concentration and show persistence. The childminder provides daily opportunities for children to play outdoors in the garden and on regular visits to local parks and play areas. Consequently, children gain confidence as they practise their physical skills using good balance and coordination. Children develop good dexterity skills as they handle interesting objects in the treasure basket and use their fingers to roll conkers. They are provided with lots of opportunities to make marks using a range of different tools and materials. As a result, children develop good physical skills to prepare them for the next steps in learning and their journey onto other settings. The childminder takes children on interesting outings, for example, they feed the ducks and the lambs at the local farm. As a result, children learn about the natural world and how to care for living things.

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who attend

The childminder knows the children well and understands their individual learning styles and interests. Observations and assessments are used to identify children's next steps for learning, inform planning and therefore, support their progress. However, the childminder does not always gather sharply focused information about children's learning and development from parents to identify more precisely each child's starting points on entry, in order to further enrich the planning process. The childminder completes the progress check for children between the ages of two and three years to ensure that any need for early intervention can be identified. Any gaps in learning are quickly closed and children make very good progress in their learning and development, gaining a good range of skills to support their future learning.

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

The childminder demonstrates respectful, caring interactions with the children. For example, as she offers children a warm and friendly welcome upon arrival and gives reassuring cuddles when they are tired or need reassurance. As a result, children develop good emotional security and strong attachments, which supports their learning. The childminder provides plenty of opportunities for children to initiate their own play and gives them time to make their own choices and express their ideas. Consequently, children develop confidence and self-motivation to control and develop their own play. The childminder shows that she values children's efforts, achievements and contributions. For example, as she shows a real delight when they make different patterns on paper and by displaying their art and creations around the setting. As a result, children develop a sense of achievement and high self-esteem. She provides children with their own space for

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

personal belongings and consequently, they feel a strong sense of belonging. The childminder is a good role model. She offers clear expectations of behaviour and praises children, for example, as they tidy away their resources and show good manners and kindness to each other. As a result, children behave very well and they are well prepared emotionally for the next stage in their learning.

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

The childminder teaches children to listen to instructions and be attentive. For example, as she tells them what will happen next as she prepares them for snack time and to play outside. Consequently, children learn the routines and feel a sense of belonging. Parents comment about how well the children settle in. This is because the childminder knows children's care needs well when they are first introduced to the setting. She supports children's awareness of personal safety and taking sensible risks, for example, as they carefully use scissors and tools and learn to climb down steps with caution. The childminder plans regular fire drills and consequently, children become familiar with the fire evacuation procedure and learn to keep themselves safe.

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

Children's independence is good. They learn to wipe their own hands and faces and tidy away and look after the resources. As a result, children foster a sense of responsibility and begin to understand about the importance of good hygiene. The childminder effectively promotes children's understanding of a healthy lifestyle because she encourages them to try a variety of fresh fruit, some of which is grown on the allotment. She asks parents to bring nutritious food and works closely with them to discuss ways to encourage children to try different textures and tastes. As a result, children are developing a healthy diet and learning to make healthy choices. The childminder provides children with daily outdoor play. They exercise vigorously in the fresh air, moving around the garden with energy and enthusiasm. They visit local parks where children access the larger play equipment and develop their physical abilities further. For example, as they negotiate the large climbing

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

frames and slides, showing increasing confidence, good coordination and balance.

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provision

The childminder understands and meets her responsibilities in relation to the safeguarding and welfare requirements of the Early Years Foundation Stage. She regularly refreshes her knowledge, for example, by undertaking safeguarding and paediatric first-aid training and demonstrates a clear understanding of how to keep children safe. She knows what to do if she has concerns about a child's safety or welfare. All adults in the house have undergone the required checks and are suitable to be in contact with children. The childminder manages risks to children's safety and supervises them to ensure they keep safe. She maintains accurate records, including a written procedure for dealing with concerns and complaints and documents to ensure children's safety.

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provision

The childminder has a good understanding of her responsibilities in meeting the learning and development requirements of the Early Years Foundation Stage. She provides educational programmes that cover the seven areas of learning and meet the needs and interests of all children, who attend. Close, respectful relationships between parents and the childminder provides continuity of care for children. Although, the childminder does not always gather sharply focused information about children's learning and development from parents when their child first starts with her; she invites parents to share their experiences of children in the context of their home once they have settled. This builds a holistic picture of each child's learning and development and gives the childminder a deeper understanding to inform her planning and help inspire and challenge children as they play. As a result, children make good progress towards the early learning goals.

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provision

Support is given from the local childminding network to monitor and improve the quality of the childminding business. The childminder holds a childcare qualification at level 3 and this contributes to her secure knowledge and skills. She is keen to develop her service and undertakes regular training to help her improve the quality of her practice. The childminder has demonstrated a good capacity to improve. For example, since her last inspection, she has attended training to introduce comprehensive assessments to more accurately plan for children's individual next steps for learning. The childminder shares assessments of the children with parents, including the progress check for those between the ages of two and three years. These are used to identify any need for early intervention and the childminder understands how to refer children for additional support if it is required. She liaises with staff at the local children's centre and the other settings

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provision

that children also attend. She has a clear understanding of the importance of working with other agencies to ensure children's individual needs are met. As a result, any gaps in children's learning are closing quickly and they are making good progress towards the early learning goals. The childminder seeks the views of parents and children to help her evaluate the service she offers, for example, by changing care routines to ensure they are offered consistency at home and at the setting. Parents comment that their children thoroughly enjoy themselves with the childminder and they settle-in quickly. They say they are very pleased with the progress that children are making since they started at the setting and with the information they receive.

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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 EY296973 Local authority Lancashire Inspection number 856444 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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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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