Childminder in Lancashire

Inspection date

Previous inspection date 07/11/2014 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

 Children are very happy and settled in this homely, relaxing and welcoming environment. The childminder is completely dedicated to her role and children are at the heart of everything that she does. Therefore, children's emotional well-being is effectively fostered.  The childminder strongly focuses her planned activities on children's next steps and the interests that they have. This ensures that the experiences that children engage in are challenging and fun. Therefore, children make good progress in their learning.  Healthy lifestyles are highly promoted. The childminder places a huge emphasis on playing outdoors in the fresh air and provides a good range of exciting outdoor spaces for them to access. Therefore, children have many opportunities to exercise.  The childminder shows a high regard for the safety of the children in her care. She uses a good range of effective teaching methods so that children develop their own

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It is not yet outstanding because

 There are opportunities to strengthen the depth of information sought from parents when children begin at the setting to further identify what children have already learned and can do.  There are some missed opportunities to enhance the range of ways that information is shared with other settings to complement children's care and learning even further.

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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 had a tour of the areas used for childminding.  The inspector observed children in the main playroom and outdoors.

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Inspection activities

 The inspector held discussions with the childminder and the children throughout the inspection.

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Inspection activities

 The inspector looked at a range of documentation relating to the setting and to children. These included, children's learning stories, diary books, assessment tracker forms, the policies and procedures, risk assessment records, the provider's self- evaluation form and evidence of suitability checks.

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Inspection activities

 The views of parents and carers were taken into account from comments noted on the parent reference forms provided on the day of the inspection.  A joint observation was conducted with the childminder in the main playroom.

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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 three children on a farm in Claughton, Lancaster. The childminding provision is known as 'Planet Janet'. The whole of the ground floor of the childminder's home is used for childminding. The family has two guinea pigs as pets. The childminder attends a toddler group at the local pre-school and a singing group at the local church. She takes children for walks in the neighbouring fields and visits the park on a regular basis. The childminder collects children from the local schools and pre-schools. There are currently seven children on roll, five of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round, from 8am to 5pm, 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. The childminder holds an appropriate early years qualification at level 3.

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

 strengthen the depth of information sought from parents when children begin at the setting to further identify what children have already learned and can do and use this information to complement their initial assessments within the setting

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

 enhance the range of ways that information is shared with other settings to complement children's care and learning even further, for example, by contributing to the diary book used by parents and school and by sharing children's learning stories and assessments more regularly.

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who attend

Children make good progress in their learning, given their starting points. The childminder communicates with parents effectively to seek information relating to children's individual needs and care routines. She uses this information to plan for children's interests and needs as they begin at the setting. However, there is room to strengthen the depth of information gained from parents to further identify what children have already learned and can do to complement their initial assessments within the setting. Children's 'learning story' observations are completed each month and accurately capture their achievements as they play. The childminder skilfully links these to the Early Years Foundation Stage to determine their achievements across all areas of learning and clearly identifies their next steps. Planned activities are strongly based around children's next steps and interests to support them in further developing their knowledge and skills across all areas. As a result,

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who attend

children are ready for their next stages in learning and for their eventual move on to school.

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who attend

The childminder is experienced and well qualified. She has a good understanding of how to promote children's learning and development. Her knowledge of children's interests and next steps ensure that the activities and experiences provided to the children are fun and challenging. The childminder engages very well with children as they play. She supports their language and communication skills because she talks to them continuously, asking a good range of open-ended questions so that they learn to think for themselves. For example, children confidently ask to watch their favourite educational digital video disc about different aspects of farming life. The childminder encourages the children to talk about what they see. Children confidently talk about what is happening when the grass is blown into the trailer and talk about the mud on the ground being 'mucky'. When the muck spreader appears on the screen the children get excited and begin to dance around.

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who attend

The childminder supports their language as she asks if they can sing their favourite muck spreading song. She then extends their learning as she talks about the farmer spreading the muck and how this will help the grass to grow. This supports children in developing their breadth of vocabulary as they learn new words and phrases. Children develop their physical skills when playing in their well-resourced outdoor area and have fun as they dig in their sand pit. They respond to instructions well, competently manoeuvring the sand from one area of the sand pit to another using the small diggers. Children from a very early age learn to control wheeled toys. They have fun steering their big loader around the road. The childminder readily supports them by pushing them along slowly and by explaining which way to turn the steering wheel. Children gain an understanding of the world because the childminder takes them for many walks in their local community. They

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who attend

learn about the effects of the weather as they eagerly splash in puddles. Children develop their awareness of the seasons and enjoy collecting leaves in the adjoining fields to take back to the setting to explore. As a result, children are provided with depth and breadth in their learning and development.

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who attend

Partnerships with parents are good. The childminder uses a good range of effective strategies to involve parents with their children's learning at every possible opportunity. She communicates effectively with parents each day and informs them of what their children have been involved in. Furthermore, the childminder sends parents a daily text message throughout the day to report on how children are. This ensures that parents feel assured that their children are happy and settled. Diary books are a two-way flow of information and detail what children have been involved in during their day. Parents actively contribute to these as they record any changes to routine and details of their children's achievements from home. The childminder notifies parents of the themes that children are involved in, so that they can further complement this learning at home and bring in any special items of interest into the setting to share. This all ensures that

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who attend

children receive continuity in their care and learning and a shared approach is fully embraced.

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

Children are happy and settled in this welcoming, homely and relaxing environment. The childminder is dedicated to her role and children are at the heart of everything that she does. As a result, children's emotional well-being is fostered well. An effective induction procedure is in place and is tailored around children's individual needs. This ensures that they become familiar with their new surroundings and develop secure emotional attachments. The childminder knows her children well because she seeks detailed information from the parents relating to children's individual needs and care routines as they begin at the setting. Therefore, she responds to their needs effectively. All children are valued as individuals and the childminder takes a special interest in their lives. For example, she asks parents to provide special dates for her to remember such as, family birthdays so that she can talk about these with the children. This ensures that children

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

feel valued and supports them in developing the confidence to talk about members of their family with the childminder and their peers. Children are sociable with one another because the childminder encourages them to play together and share their own experiences. The childminder teaches children to play quietly for a short while after lunch when other children are settling for a sleep in their cot. Children actively do this, demonstrating that they understand and respect the needs of others. Children are supported in their move to school and when they attend other settings because the childminder communicates effectively with them each day to ensure that children's individual needs are well supported across all settings. She regularly views the themes that children are taking part in at other settings and complements this within her own setting by making enhancements to her areas of play. Furthermore, the childminder is

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

proactive in communicating information recorded by parents and teachers in the home to school diary. However, the childminder does not yet contribute to the home to school diary book and children's learning stories and assessments are not yet regularly shared with other providers. Therefore, there is room to enhance this to complement children's care and learning even further when they move between settings.

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

Healthy lifestyles are highly promoted. The childminder places a huge emphasis on playing outdoors in the fresh air and provides many outdoor spaces for them to access in all weathers. Children enjoy going for countryside walks in the neighbouring fields. They regularly walk around the farm to visit the animals, observe the tractors and talk to the farmer. Furthermore, children learn to manage risks for themselves as they eagerly climb up the cargo net on the climbing frame and learn to balance when playing on the swings. Children learn about healthy eating because the childminder provides healthy and nutritious meals and snacks. She encourages the children to take an active role when preparing the lunch and children eagerly wheel the lunch trolley through to the dining area. They learn about which foods are healthy because the childminder talks this through when preparing the food. As a result, children adopt healthy eating practices. Children

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

learn to keep themselves safe because the childminder uses a good range of effective strategies to teach them about this. For example, children learn about the importance of washing their hands after they have been outside on the farm. The childminder clearly explains how to do this effectively. Furthermore, she often uses a colour changing 'mucky pup' to support the children in their understanding of how to wash their hands thoroughly. Children learn that when the 'mucky' patches on the pup have changed colour, they have washed their hands for the correct length of time.

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

The play environments are appealing and well stocked with a wide variety of good quality resources. They nurture children to play and learn because they are enhanced with toys and equipment that support their current interests. The childminder values children's achievements and creatively decorates the walls with a wide array of their artwork. As a result, children demonstrate a sense of pride in their achievements. The calming soft music playing in the background and the warmth of the log fire enables children to feel relaxed and warm as they play. Children develop their independence in readiness for school because the childminder encourages them to do many things for themselves. For example, children select the resources of their choosing from the low-level play tables and resource boxes. They actively take off their own shoes and coat when returning from outdoor play. Children enjoy helping the childminder. They actively collect the logs for the

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

fire and wheel these through using their push along trolley. Furthermore, they independently lift them out one by one and place these into the fire bucket carefully. The childminder praises the children for their achievements. Therefore, they develop their self- esteem and self-confidence.

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provision

The childminder has a good understanding of her role and responsibilities in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. She has attended safeguarding training. Therefore, she has a firm understanding of what would alert her to a concern about a child in her care. Furthermore, she clearly understands the procedures that she needs to follow to protect children from harm. Good systems are in place to keep children safe. For example, the childminder implements effective risk assessments for all areas of her premises and for outings. These are effective in minimising any potential hazards. The childminder supervises children well, often maintaining higher adult to child ratios to ensure their safety and well-being. Daily visual checks of the equipment and resources ensure that children have access to a clean and safe environment that is fit for purpose. Safety features, such as double fire guards and

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provision

stair gates ensure that children are kept safe and accidents are prevented. The childminder has obtained a qualification at level 2 in food safety. Therefore, she has a good understanding of how to prepare and handle food safely. She ensures that all food areas are kept hygienically clean. The children readily help to clear away after their lunch, eagerly selecting the brush to sweep up their crumbs from the floor. This all means that the childminder shows a high regard for the safety of the children in her care. Therefore, they are fully safeguarded.

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provision

The childminder is well qualified. Her training in a relevant childcare qualification at level 3 and her experience ensures that she has a good understanding of how to promote children's learning and development. Therefore, the quality of teaching is good. Observations and assessments of children are clear and precise. The childminder skilfully uses this information to strongly focus her planned activities to support children's interests and next steps. Furthermore, she monitors all children's progress across all areas using her effective 'development tracker'. This supports her in swiftly identifying where there are gaps in children's learning. The childminder is committed to her role and regularly attends training events to further develop her own knowledge and skills. She uses the information that she learns to make enhancements to her setting. The childminder completes regular and effective evaluations of her setting that clearly identify her strengths and areas for

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provision

improvement. She regularly makes enhancements to her play areas to improve the experiences provided to the children. For example, through observation and knowledge of children's family lives, the childminder noted that children were showing a huge interest in farms and farming. She has enhanced her play areas with a wide range of small world toys, farm animals, books and tractors for children to access both indoors and outside to further develop their skills. Furthermore, the childminder strongly supports children's love for the outdoor environment and has a clear vision for developing her already very well- resourced and exciting outdoor area. This shows the true dedication, drive and commitment that the childminder has to improve the already good service that she already offers to improve the quality of care and learning for the children.

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provision

Partnerships with parents are good. Parents report through their parent references that their children are very happy and settled at 'Planet Janet's'. They particularly like the fact that the childminder knows their children and their interests very well and plans a good range of activities to engage their children. The childminder provides parents with information about the Early Years Foundation Stage in their 'parent pack' so that they are fully aware of the experiences that will be provided to their children throughout their time at the setting. In addition, she also gives parents a sheet informing them of the seven areas of learning so that they are aware of the learning that takes place across all areas. Furthermore, the childminder displays posters detailing the prime and specific areas of learning and the reasons why observations of children are carried out on the parent notice board for them to read. As a result, a shared approach is fully embraced. Partnerships

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provision

with others are strong. The childminder has made good links with the local schools and pre-schools. She is confident to seek advice and support from her local authority adviser. In addition, the childminder meets up with other local childminders to share good practice ideas and discuss early years related issues.

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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 EY465610 Local authority Lancashire Inspection number 961121 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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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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