Childminder in Lancashire

Inspection date

Previous inspection date 29/10/2014 26/01/2009

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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 friendly childminder establishes a close and secure bond with the children and consequently, they settle well and are happy and contented.  The childminder has high aspirations for the children. As a result, children make good progress in all areas of their learning and development.  Self-evaluation is good because it takes into account the views of parents and children and development plans are used to drive improvement. As a result, children's needs are well met.  The childminder shows a very good understanding of her responsibilities in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. She has robust procedures in place to ensure children are kept safe.

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It is not yet outstanding because

 The childminder does not always provide a wide range of opportunities for the youngest children to develop an understanding of the world by enabling them to fully explore and investigate the outdoor environment.

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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 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.  The inspector reviewed the childminder's self-evaluation form.

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Information about the setting

The childminder was registered in 2008 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three children aged 10, seven and three years in the Clayton le Moors area of Accrington in Lancashire. The whole of the ground floor and the rear garden are used for childminding. The family has a pet goldfish. The childminder attends a toddler group and activities at the local children's centre. She visits the shops, canal and parks on a regular basis. She collects children from the local schools and pre-schools. There are currently seven children on roll, of whom, four are in the early years age group and 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 7am to 5.30pm, Monday to Friday, except bank holidays and family holidays. She is a member of the

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Information about the setting

Professional Association for Childcare 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:

 enhance children's understanding of the world, for example, by providing even more opportunities for them to freely explore and investigate the outdoors environment.

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who attend

The childminder provides children with opportunities to learn in playful and creative ways across all seven areas of learning. She values and supports children's individual interests, choices and approaches to play. For example, she follows children's trains of thought and talks to them about what they are doing and why. Consequently, children develop positive attitudes towards themselves as learners. The childminder knows when to engage and extend children's self-initiated play and thinking and when to stand back, observe and listen. As a result, children's play is uninterrupted and their learning is supported well. The childminder plans the indoor environment, so that resources are readily available to the children. Consequently, children are spontaneous and make decisions about their own play activities. Children are encouraged to tidy away their toys and as a result, they develop good independence skills. She gives children small tasks, for example, as they help to

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who attend

move a tray from the table onto the floor, so the younger children can access it more easily. The childminder is a good role model and talks to children clearly about expectations and boundaries. As a result, children show respect to each other and cooperate by sharing resources and playing together well.

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who attend

The childminder is fully aware of how play supports the children to make progress in their learning and development. Resources are planned to reflect children's wide-ranging and varied interests and as a result, they are given opportunities to learn and play in their own different ways. She interprets children's actions and words to enable her to understand their thinking and learning. 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. The childminder provides daily opportunities for children to talk together, for example, during mealtimes, within a friendly and relaxed atmosphere. Consequently, children show confidence as they develop good language skills for talking and communication. The childminder teaches children the early stages of mathematics, for example, as she incorporates numbers as they sing

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who attend

rhymes and songs. She teaches children about capacity, colours and weight and as a result, they are developing a good understanding of different mathematical concepts. Children's ability to express their ideas and use their imagination is promoted well. For example, as they pretend to put the kettle on to make a cup of tea and move a toy aeroplane around in the air. Children's fine motor skills are developed well as they press buttons on the information and communication technology activities and pick up small objects using their fingers. They make marks with enthusiasm as they create their own designs using appropriate early writing tools. These help to strengthen children's hands ready for later hand writing skills and they are prepared well for their move onto school. Children gain confidence using equipment safely, for example, as they practise using prongs, tongs and spoons and they eagerly move their bodies to music and rhymes.

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who attend

Children are provided with daily access to the outdoors, as they go to local parks and along the canals. However, the childminder does not always provide opportunities, more specifically for the youngest children, to develop an understanding of the world by providing a wide range of opportunities for them to explore and investigate the outdoor environment.

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who attend

The childminder tunes into children's existing skills and motivations by using a range of teaching methods and provides opportunities for feedback to check their lines of thinking and understanding. This helps her to plan children's next steps in learning and as a result, they are making good progress. The childminder encourages parents to share information on children's development and learning. When children start in her care, she asks them to complete information to establish their care needs and interests. The childminder completes comprehensive assessments, including the progress check for children between the ages of two and three years, to ensure that any need for early intervention can be identified and supported. She consults with parents to further complement children's learning at the setting and at home. As a result, children are making good progress and gain 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 provides plenty of opportunities for children to initiate their own ideas, for example, as they are given 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 values the contributions children make, for example, as she praises them for the props they choose and when they remember what songs the props relate to. As a result, children develop a strong sense of achievement and self-esteem. Children's creations are displayed around the setting and they have their own coat pegs, consequently, they develop a strong sense of belonging. The childminder is sensitive and responsive to children's needs. For example, she knows when they are tired and need a cuddle. As a result, children develop secure attachments with the childminder and they settle-in quickly. Children's thoughts and views are sought and valued by the childminder

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

and they are encouraged to decide what to play with. The childminder is a good role model. She offers clear expectations of behaviour and praises children, for example, as they show good manners and are kind to each other. As a result, children listen attentively to instructions and behave very well. Children's awareness of personal safety and risks, is promoted well. For example, as children handle different tools with care and are reminded to tidy away the toys. Children participate in fire drills and become familiar with the fire evacuation procedure and consequently, they 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 freely access and help to tidy away the resources and toys and therefore, show a sense of responsibility. Children are praised for helping out and carrying out small tasks and for wiping their own hands and faces before and after eating. They enjoy the nutritious food provided by the childminder, such as, fruit, vegetables and humus for snack and home-made meals, for example, pork and vegetable casserole. As a result, children learn healthy habits. Daily risk assessments help to keep children safe. For example, the childminder ensures that the play areas are hygienic and safe before children play outside. Partnership working with parents regarding children's care needs is good. This is because care routines are discussed and monitored to ensure a consistent approach, including toileting and dietary requirements.

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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. The childminder has completed paediatric first-aid and safeguarding training. She demonstrates a clear understanding of how to keep children safe and she knows what to do if she has concerns about a child in her care. Risk assessments are used daily by the childminder to assess and safely deal with potential risks. All adults in the house have undergone the required suitability checks and are suitable to be in contact with children. She manages risks to children's safety and supervises them closely to keep them safe. The childminder maintains accurate records, which underpin children's safety, for example, keeping a register of their attendance.

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provision

The childminder has a good understanding of the learning and development requirements of the Early Years Foundation Stage. She effectively monitors the delivery of educational programmes to ensure the interests and needs of all children are met. The progress check for children between the ages of two and three years, is completed in a timely fashion and used to ensure that any need for early intervention can be identified. The childminder knows the referral process to seek additional support from other agencies. As a result, all children are making good progress. Parents comment that children settle-in easily and are very happy with the care they receive. They say that the childminder is very intuitive to children's moods and needs and they are given ideas to support their learning at home. For example, the childminder provides ideas for parents to help children practise their colours, counting and share favourite books.

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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 has made strong progress since her last inspection, showing a commitment to continuous improvement. For example, she assesses and minimises any risks on outings to ensure children's safety. The childminder holds a childcare qualification at level 3 and this contributes to her secure knowledge and skills. She is keen to undertake regular training and evaluates the impact that this has on her practice. For example, she invites parents to talk about what skills and attributes they would like their child to have, in readiness for school. As a result, this has strengthened partnership working with parents as they discuss children's progress towards the early learning goals. The views of parents and children are used by the childminder to help her evaluate the service she offers. For example, by changing care routines to ensure children

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provision

are offered consistency at home and at the setting. The childminder liaises with staff at the local children's centre and the other settings that children also attend. She has a clear understanding of the importance of working with other agencies to support children to make good progress.

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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 EY377617 Local authority Lancashire Inspection number 873821 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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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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