Childminder in Lancashire

Inspection date

Previous inspection date 06/11/2014 23/10/2009

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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

 Teaching is consistent and the childminder focuses on children's individual interests. As a result, they make good progress towards their next stage of learning.  The childminder provides a broad range of exciting and fun learning opportunities, which builds on children's interests and knowledge of the world around them. This successfully promotes their active and inquisitive minds.  Children are happy and confident when attending the childminder's setting as she cares for their individual needs well. Consequently, children are self-motivated and keen learners.  The childminder's knowledge of safeguarding is good. She follows effective policies and procedures and is aware of possible signs of abuse and neglect. Therefore, children are safe and protected.  Parents speak highly of the childminder and compliment her effective communication and flexibility. As a result, children's learning and development are shared between

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It is not yet outstanding because

 Children's behaviour is not always fully supported through simple and clear instructions. As a result, children are sometimes unaware of what is expected of them.  Opportunities are sometimes missed for children to routinely participate in the preparation of snacks. Consequently, children's independence is not always maximised.

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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, dining room and kitchen.

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Inspection activities

 The inspector spoke with the childminder and children 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.  The inspector checked evidence of suitability and qualifications of the childminder.

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Inspection activities

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

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Information about the setting

The childminder was registered in 2006 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 14 and 13 years in Thornton-Cleveleys near Blackpool. The whole downstairs of the house is used for childminding. There is a secure garden for outdoor play. There are currently four children on roll, all of whom are in the early years age group and attend for a variety of sessions. The childminder collects children from her local schools. The childminding provision operates all year round, from 7am 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 ways to build on the already good skills in managing children's behaviour by posing simple clear instructions

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

 enhance further the already robust systems to promote independence by enabling children to participate in the preparation of snacks.

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who attend

The childminder provides a broad range of stimulating and exciting learning opportunities for children to become actively engaged. She ensures that they meet children's individual interests and cover all seven areas of learning. For example, children, who like playing with sand and water, enjoy going to the beach with the childminder. While they are at the beach, they experience similar textures and continue to build models on a larger scale. As a result, children's next steps are supported and learning is expanded. The childminder offers a balance of adult-led and child-initiated activities throughout daily routines. She allows children time to develop individual interests before focusing her adult-led activities around their learning styles. Therefore, children are keen learners and engaged well while at the setting. The childminder provides an interesting range of resources to stimulate and focus children's learning. Children independently choose what they wish to explore and

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who attend

play with from the inviting resources displayed at their level. As a result, children make their own decisions through play and become active learners.

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who attend

Children show an active interest in the natural world as they take ownership of the childminder's vegetable patch. They learn how to plant seeds and understand how to look after the produce. They actively see the process from start to finish and enjoy sampling the selection of fruit and vegetables, which they have grown. Children make advances in their literacy development through mark making using a variety of materials and resources. They are confident to draw marks using crayons and paper and adapt these skills using chalks and chalkboards. Children enjoy freely designing pictures for family members and develop a sense of pride when these are displayed on the childminder's notice board. Children's reading skills are well supported as they enjoy listening to the childminder's stories. They actively take part in the story by finding hidden objects and counting with the childminder. As a result, children's skills develop well in readiness for

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who attend

The childminder's teaching is consistent and builds on what children already know and can do. She actively encourages children to have a go and allows time for them to achieve a new skill. Consequently, children are making good progress and they are ready for their next stage in learning. Since her previous inspection, the childminder has made significant improvements around parents' dialogues. She has a robust system in place to track children's starting points. For example, information regarding children's progress is recorded by parents when they first start at the setting. The childminder revisits this annually to ensure parents are involved with their child's learning and development. Daily diaries are in place to record important routines and build effective communication between parents and the childminder. As a result, children's learning is well supported at home and in the setting.

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

The childminder provides a safe, welcoming and homely environment for children. They settle quickly into the childminder's setting because children's emotional security is highly focused on. For example, children happily play and explore while wearing their own slippers and keeping their favourite snuggle blanket close to them. As a result, children feel self-assured, having their home comforts with them. Children build up strong attachments with the childminder as she is constantly there for support. They enjoy spending quality time with her and snuggling-in when reassurance is needed. Consequently, children's emotional well-being is supported. The childminder works well with parents to establish children's care needs and routines. Parents complete 'All about me' forms, which are tailored towards children's interests and development. The childminder follows this information to ensure children's routines are supported. As a

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

result, children's self-esteem is high and they are self-motivated to learn.

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

The childminder adopts a relaxed atmosphere throughout her home. Children play independently or cooperatively with small groups. They learn to share resources because the childminder has clear rules and boundaries in place. Consequently, children understand the importance of making relationships with others. The childminder is a good role model and responds to children's behaviour quickly, however, she does not routinely explain to them what is expected of them using simple clear instructions. As a result, children sometimes display challenging and unwanted behaviour. Children are encouraged to take risks in a controlled and managed way. They experience moving freely around the childminder's setting using age-appropriate transport. They understand to be careful of others while manoeuvring independently around the furniture. Children are able to become familiar with the school environment as they regularly go with the childminder to

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

drop off and pick up other children. As a result, children are emotionally prepared for their transition to school.

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

The childminder promotes healthy lifestyles for children. This is because she actively attends local groups and trips to various physical events, such as the beach, park and locals piers. Consequently, children thrive from regular fresh air and exercise to support their healthy strong bodies. The childminder encourages children to make their own decisions. For example, they decide if they would like an apple or an orange to accompany their sandwich and dip. However, opportunities are sometimes missed to develop children's independence further through routinely participating in the preparation of snacks. As a result, children's independence is not always maximised. The childminder provides a varied and healthy menu for meals and snacks. As a result, children are experiencing new textures and acquiring new tastes. The childminder provides hygienic food preparation areas and promotes good care routines. Children are encouraged to

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

independently wash their hands before meals and snacks. They understand the steps to follow and achieve this confidently. Therefore, children's understanding of managing their own personal hygiene is well supported.

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provision

Children's welfare is protected at all times. This is because the childminder is knowledgeable regarding safeguarding procedures. The childminder is aware of possible signs and symptoms of abuse and neglect and she is confident about her responsibilities in protecting children from harm. She is confident to seek advice from other professionals regarding safeguarding concerns. As a result, children feel safe and secure while attending the setting. All required checks have been completed on the childminder and all the adults within the home to ensure their suitability to work with children. She has completed all relevant training, in order to meet the legal requirements, including safeguarding and first aid. The childminder has robust policies and procedures in place, which are reviewed annually and effectively shared with parents. All areas where children have access to and outings are risk assessed. The childminder identifies potential hazards and puts controls in

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provision

place to minimise any risks to children. Consequently, children's safety is fully promoted while they attend the setting.

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provision

The childminder knows the children in her care well. This is because she tracks children's progress effectively and has a robust system in place to monitor this. She uses her own close observations to support children's achievements. This is recorded clearly and routinely. Therefore, the childminder is aware of children's current stage of development. The childminder supports this through daily discussions with parents regarding their learning at home. She reflects weekly on the progress children have made and self- evaluates ways to support them onto their next stage of learning. The childminder reflects on her own practice and where improvements can be made. She has successfully met the recommendations that were raised at the last inspection. She promotes her own professional development through her own research and regular contact with other childminders to share ideas and best practice. As a result, children are progressing well

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provision

towards the early learning goals. The childminder has clear, precise observations recorded, which are linked to all seven areas of learning. She uses these detailed observations along with her own knowledge of children's development when completing the progress check between the age of two and three years. Consequently, children's achievements are recognised and shared with the relevant professionals.

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provision

The childminder has built up effective working relationships with all parents. They compliment the service, which she provides making particular reference to her flexibility and effective communication. Parents are grateful for the support and advice that the childminder offers. The childminder works well with parents to provide a home-from-home experience for children. She recognises the importance of maintaining children's routines both at home and within her setting. As a result, children and parents are happy and would highly recommend the childminder to others. The childminder works consistently with other childminders within her area. They often meet to share good practice and allow children to play within larger groups. The childminder runs her own parent and toddler group within her local church hall. She invites other childminders and it is well attended by parents within the area. As a result, children benefit through positive interactions and new

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provision

experiences. She knows to work in partnership with other settings children attend, including schools, to complement the learning that takes place and provide them with consistency. There are currently no children with special educational needs and/or disabilities being minded, but the childminder works in partnership with parents and specialised professionals if they need additional support.

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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 EY343072 Local authority Lancashire Inspection number 857272 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 3 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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