Childminder in Lancashire

Inspection date

Previous inspection date 28/10/2014 31/03/2009

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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 childminder uses her knowledge of good teaching to provide activities which interest children and develop their skills.  Children enjoy good relationships with the childminder and with other children because she supports their self-esteem and behaviour well. As a result, children are settled, happy and confident in her care.  The childminder is clear about her role and responsibility for safeguarding and protecting children and regularly refreshes her knowledge. Therefore, children's safety and well-being are protected.  The childminder promotes good relationship working with parents and other professionals. This ensures that children's care and learning is well supported.

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It is not yet outstanding because

 The childminder has not fully developed the communication links so that all parents are more actively involved in their children's learning and development to promote even swifter progress for children.  Children are sometimes distracted by music playing in the background, for example, when the childminder reads them a story, which prevents them from being able to fully concentrate on the activity.

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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 discussed the procedures for safeguarding children with the childminder and viewed the risk assessments and other safety documentation.  The inspector reviewed records of the children's assessment and planning.

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Inspection activities

 The inspector took account of the views of parents, as recorded in written questionnaires and reference letters.

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Inspection activities

 The inspector reviewed the childminder's hardcopy self-evaluation form as provided via email to the inspector.

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Information about the setting

The childminder was registered in 1992 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband in the Stalmine area of Poulton le Fylde in Lancashire. The whole of the ground floor, the bathroom on the first floor and the rear garden are used for childminding. The family has a pet cat. The childminder attends a toddler group and activities at the local children's centre. She visits the shops, woods and parks on a regular basis and she collects children from the local schools. There are currently four children on roll and of these, one of which is in the early years age group. Children attend for a variety of sessions. The childminder receives funding for the provision of free early education for two-, three- and four-year-old children. She operates all year round from 8am to 6pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare

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Information about the setting

and Early Years and is offered support and 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:

 strengthen the communication links with parents, for example, by encouraging and enabling them to share further information about children's learning at home, to promote even swifter progress

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

 ensure that during activities, such as storytelling, children are not interrupted and distracted by music playing at the same time, so that they are more able to listen and concentrate.

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who attend

The childminder completes regular, precise observations and assessments to identify children's next steps in learning. These inform her planning to provide educational programmes to meet the needs of children across the seven areas of learning. She offers interesting and challenging activities, such as, exploring the local woods and learning about the animals at the zoo. Most of the resources are stored to enable children to access them freely and as a result, children develop good independence skills and their needs are well met. The childminder offers clear instructions and explanations to the children, for example, she informs children of the routines throughout the day and describes the arc shape to start painting a rainbow picture with other colours. Mathematical concepts are incorporated into children's play, for example, as children count and look at different shapes and colours. As a result, children develop good early

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who attend

mathematical skills. The childminder encourages children to talk, for example, as they join in collecting the fruit shapes to represent the story they listen to. She extends children's vocabulary and teaches them to use new words, for example, as they look at a spoonbill bird in the book. However, children are sometimes distracted by music playing in the background, for example, when the childminder reads them a story, which prevents them from being able to fully concentrate on the activity.

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who attend

The childminder provides resources to encourage children to speculate and test ideas through trial and error, for example, as they learn how to make dens outdoors with different materials. The childminder plans regular visits to the local parks, where the children are offered physical challenge as they enjoy playing on the large play equipment, such as the slides and seesaws. Children are offered a good range of resources, such as jigsaws, crafts and threading activities to practise their fine motor skills. As a result, children are making good progress in their physical development. The childminder uses different teaching strategies, such as asking open-ended questions and consequently, children develop good problem-solving skills. As a result, children develop the skills needed in readiness for school. The childminder listens attentively to children's suggestions and ideas and invites them to sit together during activities and meal times.

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who attend

She has high expectations of the children and provides clear explanations of the ground rules, for example, as she encourages children to share and take turns. Consequently, children play cooperatively and behave very well.

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who attend

Partnership working with parents is good. The childminder has introduced an induction document for parents to inform her of children's care routines and learning and development milestones. She uses this information to form a base-line assessment and inform planning to meet children's individual needs and interests. She invites parents to share ongoing information about their children's progress so they can contribute to children's development records. However, the chilmdinder has not fully developed the communication links so that all parents are more actively involved in their children's learning and development at home to promote even swifter progress for children. 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. She works with other professionals to implement play plans, in partnership with parents, to support

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who attend

children to make good progress. Consequently, gaps in children's learning are rapidly closing.

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

Children arrive at the childminder's house with confidence and excitement as they are greeted warmly by the childminder. The childminder forms close bonds and attachments with the children as she shows a genuine interest and sensitivity to children's needs. Parents comment about the kind and friendly childminder. They provide her with information regarding children's care routines and consequently, children are well cared for and provided with consistency at home and at the childminder's. The childminder knows the children well and responds quickly to their needs. For example, as children need to use the toilet or have their nappy changed. When young children show signs of tiredness, she offers them a cuddle and puts them down for a nap. The children are provided with an environment that encourages them to access resources freely, which promotes their independence skills well. She offers children small tasks, such as helping

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

bring the baby's wipes when she changes their nappy. As a result, children are self- confident and motivated to help. The childminder is a good role model of behaviour. She has a calm and gentle manner and offers children praise for their achievements and for trying hard, which children respond well to and show good behaviour.

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

Children enjoy access to the outdoors on a daily basis, where they are motivated to try things for themselves and learn to take sensible risks in their play. The childminder provides children with suitable challenges, for example, as they develop confidence climbing and negotiating the large climbing frames and slides in the parks. Children learn how to use tools and equipment safely, for example, as they learn to carry scissors with care to the table and then handle them sensibly when cutting out pictures. The childminder provides healthy, nutritious home-cooked food, for example, roast chicken, vegetables and potatoes with a choice of jelly, fruit and ice cream. The childminder promotes good hygiene routines and encourages the children to wash their hands before eating and after using the toilet. Children talk about the reasons for washing their hands and as a result, they learn healthy habits and manage their personal needs well.

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provision

The childminder has a good understanding of her responsibilities in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. She regularly completes training to ensure her knowledge is up-to-date, such as paediatric first-aid and safeguarding training. She demonstrates a good understanding of how to keep children safe and she knows what to do if she has concerns about the safety or well-being of a child in her care. All the adults in the house have undergone appropriate checks to ensure they are suitable to be in contact with the children. The childminder ensures that children take part in fire drills so they learn to keep themselves safe in the event of an emergency. She manages risks to children's safety and supervises them closely. Accurate records, including a written procedure for dealing with concerns and complaints, are maintained to keep children safe.

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provision

The childminder has a good knowledge and understanding in meeting the learning and development requirements of the Early Years Foundation Stage. She has accurate records for monitoring and planning the delivery of the educational programmes. Comprehensive assessments are completed to follow children's progress and identify gaps in their learning and development. She knows how to make a referral to other services to secure appropriate intervention and as a result, all children are making good progress from their starting points. The childminder holds a childcare qualification at level 3 and is keen to further improve her practice. She attends regular training, workshops and changes her practice following her newly acquired knowledge. For example, following well-being and involvement training, the childminder now closely observes children to evaluate how they are using the environment and changes it accordingly to meet their needs and interests.

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provision

The childminder has made good improvement since the last inspection demonstrating a commitment to continuous improvement. For example, she evaluates her practice to identify areas to develop and implements action plans to improve. The childminder has introduced accurate observation, assessment and planning records to reflect the seven areas of learning and development. The views of parents and children are welcomed by the childminder and these contributions are reflected upon to evaluate the service she offers. Parents speak highly of the childminder and praise her for offering a flexible service, to meet their busy lifestyles. Children write that their time with the childminder has always been fun. Support is provided from the local childminding network to monitor and improve the quality of the childminding business. The childminder completes progress records for children who go on to school or another setting. She has good links with the

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provision

local children's centre and liaises with other professionals to ensure the needs of all individual children are met.

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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 307778 Local authority Lancashire Inspection number 864888 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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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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