Childminder in Lancashire

Inspection date

Previous inspection date 05/11/2014 31/07/2013

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early years provision

This inspection: 2 Previous inspection: 2 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder responds appropriately to each child's individual needs and interests and guides their development. She gives sensitive support for each child's individual needs and interests. She guides their development well by listening closely and using opportunities to talk with children frequently about what they are learning.  The child minder has good relationships with the children she cares for. As a result, children are settled and secure during their time with the child minder.  The child minder has a good understanding of how to keep children safe which helps to protect them from harm.  The child minder works well with parents to support children's learning and development.

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It is not yet outstanding because

 Not enough written information is kept by the childminder to show that her good knowledge of possible learning is used to plan all of her teaching.  Too little information is recorded by the childminder to show that her clear understanding of children’s progress is being used as well as it should be.

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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 completed observations of activities planned by the provider.

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Inspection activities

 The inspector checked evidence of suitability and qualifications for the provider and viewed her self-evaluation form.  The inspector viewed children's assessment records and planning documentation.  The inspector completed a tour of the premises including the rear garden.

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Information about the setting

The childminder was registered in 2009. She lives with her husband and her two stepchildren aged 16 and 20 years in Lytham St Annes. The whole of the ground floor of the house is used for childminding. Bathroom facilities are on the first floor and there is an enclosed garden for outdoor play. Family pets include a dog and fishes.

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Information about the setting

The childminder is registered on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register. There are 11 children on roll, of whom six are within the early years age range. Children attend for a variety of sessions. The childminder works with an assistant, her husband. They are open from 7.30am until 7pm, all year round, except family holidays.

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

 develop written information to show how possible learning by children is used to plan all areas of teaching and learning across the seven areas, through a mix of child-initiated and adult-led play.

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

 develop information recorded to demonstrate how children’s progress is being developed effectively.

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who attend

The childminder is a qualified in child care and has a secure understanding of the learning and development requirements. The childminder provides a good range of activities which children access with ease from various storage drawers and shelves. The children move confidently around the environment, freely exploring as they chose activities which interest them. The children are able to play independently for sustained periods of time. Younger children enjoy playing with various resources including the prams and dolls. They discuss with each other where they are going with their prams and dolls and negotiate well when sharing the resources. This supports their communication and language and their personal, social and emotional development. The childminder enhances activities by asking children challenging questions. For example, while drawing fireworks on paper, she asks the children about safety around fireworks. The children replied 'you have to stay

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who attend

away from fireworks.' This encourages children to think critically and promotes their understanding of the world. A good and interesting range of resources and wall displays, further supports older children’s learning and development. For example, the wall display of colour, shape and number and the text displayed on the resource drawers, helps to promote children's understanding of literacy. They begin to understand that text carries meaning, helping to develop their early literacy and numeracy skills in readiness for school. The childminder knows the children well and has assessed them in each area of learning. She is able to explain where they are developmentally and what their next learning steps are. However, too little information is recorded by the childminder to show that her clear understanding of children’s progress is being used as well as it should be. The childminder is familiar with the progress check at age two, and completes this for all children within this age range.

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who attend

Planning is focused on meeting children’s individual needs. For example, the childminder demonstrated how the planned activity of drawing fireworks, linked to promoting colour and shape recognition for children. However, not enough written information is kept by the childminder to show that her good knowledge of possible learning is used to plan all of her teaching. Relationships have been established with local schools and nurseries. For example, the childminder visits the nursery, where children in her care attend, to discuss their progress and to access their development records. The childminder then uses this information to support children's learning during their time at her setting. As a result, the transition between the different providers is smooth and all carers have a comprehensive picture of what children know and can do.

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who attend

The childminder helps children to develop the concept of number as they count the plates and mats at snack time. Early reading skills are encouraged through the use of books, which children freely access from the child-sized book shelf. Children enjoy learning about the world, as the childminder plans visits away from the setting, for example to the local park and various community groups. The childminder teaches children a range of self-help skills such as putting on their own coats and shoes. As a result, children are making good progress in their learning. Parents are involved in their child’s learning by regularly discussing with the childminder where children are at in their learning and development. The childminder works in partnership with parents to ensure children's care is consistent. For example, by working together to support children with their toileting needs. The childminder and parents use mobile phone texts throughout the day to communicate

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who attend

about children's achievements, which ensures parents are kept fully informed.

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

The childminder has developed positive relationships with parents, which helps children to settle when they first begin in the her care. The childminder offers initial visits and a settling-in period for all children, which supports their emotional well-being. Children have their needs appropriately met, for example by the childminder identifying when children need to sleep. This ensures children are happy and settled in her care. Children enjoy working together for example, during the play dough activity, which helps to promote their personal, social and emotional development. The childminder supports families who have children with special educational needs and is familiar with how to provide support for both children and their families, when this is required. The childminder’s home is warm, clean and welcoming. Photographs of all the household members including the dog are displayed in the hallway to ensure children are familiar with the individuals who live in the

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

Children enjoy a range of healthy meals and snacks such as grapes at snack time, which the children helped to cut into smaller pieces using children's plastic knifes. This helps to develop their physical development and fine motor skills. The childminder caters for all children's dietary requirements, explaining to children why occasionally they have food different from their peers. Thus helping children to understand about the similarities and differences between themselves and others. The childminder promotes children’s independence, by involving them in setting the table at snack and meal times. This provides the children with useful skills, which they can use when they transfer to school. Children are well behaved and are beginning to understand appropriate behaviour. For example, they sit at the table at snack times and they listen when the childminder explains about not dragging a stool across the floor and the reasons why.

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

Children enjoy a range of outings, for example, to the park, various community groups and daily walks to and from school. Children access the childminder’s garden where they have a range of resources, such as a tyre filled with soil and spades for digging. This helps them to develop their physical skills and ensures that they have lots of opportunities for exercise and fresh air. The childminder encourages children to think about how to keep themselves safe. For example, she discusses during the firework drawing activity about bonfires and fireworks and how to stay safe. Children's understanding of road safety and stranger danger are promoted during the walks to school. As a result, children are learning how to keep themselves safe from harm. The childminder is fully aware of the signs and symptoms of abuse and neglect and of the procedures to follow to safeguard children. She was able to demonstrate through discussion and documents how she would deal with

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

safeguarding issues and take appropriate action to protect and support the children in her care.

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provision

The childminder has good policies and procedures in place to safeguard children. The childminder is clear who to report any concerns to and she has a detailed policy in place for the appropriate use of mobile phones and cameras. Appropriate accident and medication records are maintained as well as appropriate parental consents. The childminder carries out daily safety checks of her home and completes formal risk assessments every six months. This helps to minimise the potential risks to children.

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provision

The childminder works well with parents to support their children's learning and development. Parents receive daily mobile phone texts about their children's engagement in activities and achievements, as well as daily verbal exchanges of information. All written assessments of the children are shared with parents. The childminder understands the learning and development requirements. Planned activities are linked to the children's next learning steps, which helps them to make good progress towards the early learning goals. Liaison with parents and other child care providers helps to provide consistent care for children and helps in supporting the families of children who have special educational needs.

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provision

The childminder successfully uses a self-evaluation form and parent questionnaires to identify her priorities for improvement. She uses the views of children and parents to ensure that future developments bring about appropriate improvements for the children in her care. The childminder has regular discussions with her childminding assistant to identify his learning needs. Both the childminder and her childminding assistant are committed to continuously improving the setting and attend training opportunities such as, food hygiene, safeguarding and equality and diversity, training. This helps in continually developing the service offered.

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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 EY396460 Local authority Lancashire Inspection number 996328 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 10 Number of children on roll 12

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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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