Childminder in Lancashire

Inspection date

Previous inspection date 30/10/2014 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable 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

 Consistent teaching methods are used to promote children's learning and development. Consequently, children make good progress in all areas of learning.  Children form close attachments with the childminder, as they warm to her calm and caring personality. As a result, children's emotional well-being is supported.  The childminder uses her wide knowledge of safeguarding to ensure all children in her care are protected. As a result, children's welfare is paramount.  The childminder works closely with parents and keeps them well informed about their child's learning and development using effective communication.

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It is not yet outstanding because

 Opportunities are sometime missed to further develop children's language skills by introducing new vocabulary. Consequently, children's communication and language development is not always extended.  Babies and young children's opportunities to play and explore with natural and open- ended resources are not maximised. As a result, their sensory development is not always supported.

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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 playroom and the kitchen.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at children's assessment records, planning documentation and a range of other documentation, including the safeguarding procedures.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder, the childminder's self-evaluation form and improvement plan.

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Inspection activities

 The inspector took account of the views of parents spoken to during the inspection and from information recorded in written questionnaires and comments in children's learning journeys.

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Information about the setting

The childminder was registered in 2013 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and her two children, aged 13 and eight years, in the Fulwood area of Preston. The whole downstairs of the house is used for childminding and there is a secure garden for outdoor play. The family has a pet dog and two cats. There is currently one child on roll who is in the early years age group and attends for a variety of sessions. The childminder collects children from the local schools and attends local toddler groups. The childminding provision operates all year round, from 8am to 6pm, 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 children's existing good language skills by providing more opportunities to extend their vocabulary even further

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

 provide a wider range of natural and open-ended materials for babies and young children to explore freely, to enhance their sensory development.

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who attend

The childminder provides consistent teaching methods to meet all children's individual needs. She recognises children's interests and plans activities to suit their stages of development. The childminder offers a broad range of activities for children to actively participate in. For example, they enjoy walking in the community to collect leaves before returning to the childminder's home to make a collage. As a result, children are learning through play, while developing their knowledge of nature and the wider community. The childminder offers effective adult-led activities with a stronger focus towards child initiated activities. This is because the childminder allows children time to develop their chosen interests before expanding them further. The childminder's home is welcoming and vibrant. There are many opportunities for children to develop new skills using the stimulating resources provided, however opportunities to play and explore, using natural

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who attend

and open-ended materials, are not maximised. As a result, children's sensory development is not extended and challenged further.

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who attend

The childminder teaches children a range of useful skills. For example, what they would need to do before they were to go shopping to the local fruit and vegetable shop. They understand the concept of writing lists and enjoy acting this out in the setting. The childminder promotes children's communication skills through consistent interactions. She talks to them as they play and uses repetitive language. Opportunities are missed, however, to extend children's vocabulary further by introducing new words and phrases. As a result, children's communication and language development is not maximised and extended to achieve best outcomes for children. The childminder shares books and stories with the children and ensures that a good selection is available for them to choose from. Children independently enjoy turning the pages and gaze at the pictures while sitting in the cosy area of the playroom.

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who attend

The childminder has a secure knowledge of the children in her care. Through close observations, and documenting children's key moments, their assessment records are tailored to their individual interests. The childminder's robust system of planning and assessment supports children's next steps. Parents regularly view their child's learning journey. They offer supportive comments and highlight the progress their child has made since attending the childminder's setting. The childminder is competent at collating children's evidence of learning and development to support her when completing the progress check for children between two and three years. She is knowledgeable at recognising and facilitating support that is required within certain areas of development. Therefore, children are being supported in their next stage of learning and readiness for school.

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

The childminder offers structured and reassuring settling sessions for children and parents. These are individually planned to support children's emotional security and well- being. As a result, children settle quickly into the childminder's home and demonstrate they are ready to learn. The childminder knows the children in her care exceptionally well and supports specific routines. Children develop positive bonds and build up close attachments with the childminder. This is because she is warm and caring towards their individual needs. Consequently, children feel safe and secure, which effectively supports their emotional well-being. The childminder works closely with parents to ensure she gathers a good range of information regarding their child's care routines. For example, dietary requirements and sleeping arrangements are discussed and all required consent permission forms are in place.

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

The childminder's home is stimulating for children to learn. The playroom is decorated with children's art work to view at all times. Consequently, children's achievements are supported while building their self-confidence and self-motivation in future activities. Children confidently access resources of their choice from the clearly labelled storage boxes at their low level. Additional storage boxes are situated at adult height, with further resources to extend children's learning and development. Children's behaviour is good and they learn to play co-operatively. This is because the childminder has positive rules and boundaries in place, which she calmly promotes throughout her practice. The childminder assesses potential hazards to children and supports children's safety while playing. For example, the childminder encourages children to tidy away their toys once they have finished playing with them. As a result, children learn to respect the childminder's

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

resources and potential hazards within the environment are minimised.

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

Children make progress in their physical development because the childminder provides opportunities to acquire new skills in a controlled and managed way. Children enjoy attending a local soft play gym, where they thrive from the space to exert energy, develop healthy strong bodies and learn how to take new risks safely. Children continue to develop healthy lifestyles through well balanced and nutritional meals and snacks, provided by the childminder. Young children independently feed themselves and develop good hand-eye coordination skills while using a spoon to eat their yoghurt. The childminder's care practices are good, using hygienic food preparation and nappy changing areas. Children are encouraged to wash their hands before meals and snacks. As a result, children's understanding of managing their own personal hygiene is supported and they develop skills and confidence to prepare them emotionally for their transition to school.

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provision

The childminder has an extensive knowledge of safeguarding procedures. She is aware of possible signs and symptoms of abuse and neglect. The childminder understands her role and responsibility to act on any concerns immediately and follow the correct procedures. Therefore, children's welfare is her utmost priority. All adults in the childminder's home hold a Disclosure and Barring Service check to ensure suitability when caring for children. The childminder has risk assessed all areas where children have access to. She is aware of potential hazards and has put controls in place to minimise risks to children. Consequently, children are safe to play and explore within the childminder's setting. The childminder keeps up-to-date with all relevant training particularly paediatric first-aid, safeguarding and food-hygiene. As a result, she promotes children's welfare while keeping herself well- informed of good practice.

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provision

The childminder provides educational programmes to cover all seven areas of learning. She is effective at observing children's interests and planning activities to suit their needs. For example, as children enjoy placing objects inside other objects or boxes, the childminder actively provides children with fruit and baskets to transport from one area to another. The childminder is aware of the importance of planning from children's starting points. She achieves this through the information she obtains from parents when they first start and from her own close observations. She is mindful of monitoring children's progress and has a robust system in place to track this. The childminder uses self- evaluation to support the service she provides. She raises precise targets to drive improvement and prioritises these well, for example, various further training.

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provision

The childminder works in partnership with parents. They speak highly of the childminder and the service she provides. Parents describe the childminder as lovely and feel comfortable to have open discussions regarding their child's development. The childminder actively involves parents in their child's learning by inviting them to view their child's planning and assessments on a regular basis. She keeps parents informed of their child's progress through the use of daily diaries. As a result, parents are able to continue with their child's learning at home and maintain a positive working relationship. The childminder has good links with the local schools and liaises with the staff on a regular basis. The childminder takes part in school events with the children and keeps up-to-date with changes within the school. Consequently, children's transitions to school are successful and effective communication is a continuous process.

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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 EY459228 Local authority Lancashire Inspection number 926081 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 3 Number of children on roll 1

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Name of provider

Date of previous inspection not applicable

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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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