Draper, Ruth Louise

Inspection date

Previous inspection date 31/10/2014 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 1 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder observes what children know and can do, in order to accurately assess their learning and plan for their next steps. As a result, children benefit from experiences that closely match their needs and interests.  Children are exceptionally independent in self-care and they are enthusiastic about hygiene routines and healthy eating. This is because the childminder is dedicated to teaching children how to lead healthy lifestyles.  Children are extremely well safeguarded. This is because the childminder thoroughly understands her role in protecting children from harm and children are expertly taught about how to keep themselves safe.  The childminder is pro-active in engaging parents and external agencies in supporting the self-evaluation of her provision. Consequently, children benefit from a high standard of care.

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It is not yet outstanding because

 The childminder has not fully explored opportunities to enable children to think critically and develop their own ideas, in order to develop their investigation and problem solving skills.

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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 compulsory part 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 checked evidence of the suitability and qualifications of the childminder.

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Inspection activities

 The inspector observed the childminder engage in a range of activities and care routines with the children.  The inspector held a joint observation with the childminder.  The inspector held discussions with the childminder.  The inspector looked at a selection of policies and procedures.  The inspector spoke with parents to gain their views.

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Information about the setting

The childminder was registered in 2013 on the Early Years Register and the compulsory part of the Childcare Register. She lives with her child in a house in Lostock Hall, near Preston. The whole of the ground floor, the first floor bathroom and the rear garden are used for childminding. The family has a pet rabbit. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis and collects children from the local schools and pre-schools. There are currently six children on roll, all of whom are in the early years age group and attend for a variety of sessions. The provision operates all year round from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder is a member of the Professional Association for Childcare and Early Years.

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

 Enhance children's critical thinking skills even further, for example, by modelling how to be a thinker and giving children time to develop their own ideas and solve problems during shared investigations.

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who attend

Children develop positive attitudes to learning because the childminder provides motivating and nurturing experiences, within a safe environment. She provides a broad range of stimulating resources that are accessible to children, to support them to explore whilst playing indoors and outdoors. Consequently, children are highly engaged and keen to learn. The childminder extends children's learning experiences by providing a programme of visits, for example, to the theatre and to a local nature reserve. The childminder is well qualified and has a very good knowledge of child development. She has a strong system for observing and assessing children, in order to plan challenging and motivating experiences for them. For example, children are given opportunities to develop their cutting skills though making spiders for Halloween. As a result, children are making good progress because their needs and interests are accurately met, and are gaining the

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who attend

skills and attitudes they will need for their future learning and eventually for school.

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who attend

The childminder is skilled at listening to children's speech and helping them to improve how they speak. For example, she repeats phrases that children say, articulating the words correctly for the children to hear. Therefore, children make good progress in their communication and language development. The childminder talks to children as they carry out their activities and asks questions about their play. However, she does not always encourage children to think critically and extend their own ideas. Therefore, not all children are developing the skills required to investigate and think in different ways to solve problems. Babies and older children take part in some activities together. For example, when singing action songs, babies are encouraged to respond to others, while older children are taught to take turns. This means that the childminder prepares children well for their next stage in learning, according to their particular needs.

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who attend

Parents are invited to take children's learning records home regularly. These include the childminder's observations of children's achievements, photographs, progress records and a detailed summary of their next steps in learning. Consequently, parents are kept very well informed of their children's learning and development. The childminder also supports parents to guide their children's learning at home. For example, the childminder sends activities home to support children's particular next steps in learning.

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

The childminder is exceptionally skilled in building strong emotional attachments with children. She is consistently calm, clear and sensitive to children's needs. As a result, children are very relaxed and show a strong sense of warmth towards her. The childminder provides a welcoming and highly stimulating environment, which encourages children's independence. For example, children take pride in displaying personal photographs of themselves to register their arrival each day. This significantly enhances their sense of security and belonging. The childminder provides a wealth of opportunities for children to make choices and practise their own skills. For example, at mealtimes children choose their own utensils and lay the table for themselves. Consequently, their confidence and independence grow rapidly.

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

The childminder has comprehensive arrangements in place to help to promote children's excellent understanding of healthy lifestyles. She incorporates the views of children and parents, alongside nutritional guidelines, to provide a varied, healthy and balanced menu. Children develop an excellent understanding of what is good to eat and the importance of a healthy diet, through regular discussions, playing games and looking at books. The childminder is innovative in her strategies to encourage children to eat. For example, children enjoy eating peas presented like a smiley face. This means that children develop positive attitudes towards eating healthy foods. The childminder plans daily outdoor play, so that children get plenty of fresh air and exercise. Children practise their physical skills and coordination on bikes, on a trampoline and in the sand. In addition, the childminder takes the children to engage in physical play at a play centre and a park. The childminder

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

places utmost importance on children's understanding of hygiene practices. Children respond very positively to meticulous routines, including regular hand washing and brushing their teeth after lunch. As a result, children receive clear messages about how to stay healthy.

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

The childminder has established exceedingly positive relationships with the children based on mutual respect. Exceptionally strong and well-established routines mean that children know what to do and what is expected of them. Therefore, children are very responsive to the childminder's gentle reminders. She is an excellent role model and frequently uses praise to reinforce achievements and good behaviour. Consequently, children have high levels of self-esteem. The childminder teaches children to take turns and actively promotes good manners, which are practised throughout the day. This means that children learn the skills of cooperation from an early age. The childminder provides a variety of opportunities for children to learn about how to keep themselves safe. Her approach teaches children not to be adverse to risk, but learn to recognise hazards and manage them effectively. For example, under close supervision, young children are taught

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

how to handle scissors independently with care. The childminder actively contributes to the children's superb understanding of safe practices. For example, children can confidently explain how to carry out an emergency evacuation. This means that children's well-being is consistently prioritised.

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provision

The childminder has a good understanding her responsibility to meet the safeguarding and welfare requirements. She has undertaken safeguarding training and she is familiar with what to do if she has concerns. Appropriate Disclosure and Barring Service checks have been undertaken on residents of the home. The childminder has thorough, clear procedures for children's safety and welfare. The home is safe and secure because thorough preventative measures are in place to promote safety, including safety gates, security locks and safety catches on cupboards. The childminder conducts daily checks on the environment to ensure that hazards are promptly identified and effectively minimised. As a result, children can learn and play safely. The childminder has put in place an effective system to monitor the learning and development of individual children. This means that the childminder has an accurate understanding of children's skills and abilities

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provision

and she is able to identify any gaps in learning to promptly provide support.

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provision

The childminder has a strong drive to provide a high quality service. She is very reflective and actively seeks the views of parents to help her to identify areas for improvement. For example, the childminder has listened to the wishes of parents and has improved systems for sharing information with them, through introducing weekly emails. The childminder has made very good use of excellent support from the local authority, including observations of her practice, to support her identification of targets for improvement. Her capacity to improve is very good and she makes changes as a result of her self-evaluation. The childminder regularly meets with other childcare professionals to share ideas and good practice. She understands how to work with external agencies to support children's development if needed.

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provision

The childminder values effective partnerships with parents. For example, she gathers information from parents about what children know and can do, to support her observations of children's starting points in learning. The childminder encourages daily exchanges of information with parents, so that she can accurately meet children's changing individual needs. She communicates verbally, via a noticeboard and through emails and text messages. She also meets with parents to discuss each child's learning, to inform written progress checks completed for children aged between two and three years. Children's future learning is supported, as the childminder shares information with schools when children prepare to move on. Parents' comments are very positive about the provision. They state that they are very happy with her service and they have seen significant progress in their children's learning and development.

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The Childcare Register

The requirements for the compulsory 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 EY467324 Local authority Lancashire Inspection number 953798 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 6

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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

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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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