Childminder in Lancashire

Inspection date

Previous inspection date 13/11/2014 16/02/2009

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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

 Children enjoy good relationships with the childminder because she is warm and caring and focuses on their needs.  Children make good progress with their learning because the childminder uses conversations, routines and activities effectively to develop their skills.  The childminder works well with parents to support children's development and well- being.  The childminder understands how to safeguard children. She manages risks appropriately so children are kept safe from harm.  The childminder works closely with a small group of childminders, which has a positive impact on the quality of her provision for children. She undertakes training regularly to develop her practice.

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It is not yet outstanding because

 Older children are not always supported as effectively as possible to develop their early writing skills because the childminder is not fully confident in her approach to this aspect of their learning.

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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 and spoke to the children and the childminder at appropriate opportunities.  The inspector had a tour of the areas of the premises available for childminding.  The inspector conducted a joint observation with the childminder.

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Inspection activities

 The inspector looked at assessment records and planning documentation used to support children's learning.

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Inspection activities

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

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Inspection activities

 The inspector took account of the views of parents from a range of written documents, including letters.

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Information about the setting

The childminder was registered in 1992 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and adult child in Great Harwood, Lancashire. The whole of the ground floor and a bathroom on the first floor are used for childminding and there is a fully enclosed garden available for outside play. The childminder is able to take and collect children to and from local schools and pre-schools. There are currently six children on roll, two of whom are in the early years age range and they attend for a variety of sessions. The childminding provision operates all year round from 7.30am to 5.30pm, Monday to Friday, except bank holidays and family holidays. The childminder has an appropriate childcare qualification at level 3 and is a member of a local childminding network.

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

 enhance further older children's early writing skills by, for example, strengthening knowledge and understanding of how to promote this aspect of their learning through a variety of innovative and interesting activities.

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who attend

The childminder is well qualified and understands how to promote children's development. She has completed relevant training, which has had a positive impact on how she supports children's language development. The childminder talks to children effectively as they play and carry out daily routines, encouraging the development of their communication and thinking skills. She helps children recall recent activities and outings, developing their conversations, memories, self-esteem and knowledge of their community. Children are confident at counting because the childminder provides lots of natural opportunities for them to practise their skills. They learn to use interactive toys and have fun trying to solve problems with her. Consequently, children make good progress and are developing all of the key skills, which they will need when they move to school.

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who attend

The childminder knows each child well and cares about their interests and development. She plans activities for all areas of learning, based on their individual needs, and regularly completes assessments to ensure they are progressing towards the early learning goals. She supports children as they extend their abilities through play and she reacts promptly to help them to build on new skills. For example, children develop their skills with tools as they play with malleable dough and then use cutlery successfully at lunch time. The childminder gives children lots of praise and, as a result, they are willing to try new things and persevere at mastering new skills. Children enjoy rhymes and stories with the childminder, and have some opportunities to use a variety of resources to make drawings and patterns, for example. However, the childminder is less confident in her knowledge of how to support older children to build on their early writing skills. Consequently, older

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who attend

children's progress in developing this aspect of their literacy skills is less rapid than in other areas.

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who attend

The childminder works closely with parents and keeps them well informed of children's learning. She shares daily diaries and development information, as well as having frequent conversations with them. As a result, parents have a clear understanding of their child's progress. The childminder and parents share information about children's interests and preferences and, consequently, their needs are met well and parents are supported to guide their children's learning at home.

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

Children have good relationships with the childminder and show that they feel safe and secure in her care. They grin as she chats and gently teases them and they snuggle in to her for stories and comfort. She shows in her conversations and actions that each child is valued and treasured, which supports their self-esteem and confidence. The childminder encourages good behaviour and fosters good relationships between the children in her care. As a result, older children are very well behaved and considerate and enjoy helping to care for and play with babies.

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

Children enjoy making choices about how they spend their time playing with a good variety of toys in a dedicated play space. The childminder supports their developing independence by offering choices and respecting their decisions. Children enjoy outings to the library and visits to other childminding settings. These outings help them to develop their confidence and learn to socialise with other children and adults, which will support them when they move to school.

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

Children begin to learn to keep themselves safe as the childminder teaches them about safe behaviours and gives them gentle reminders. They develop their self-care skills as she encourages their contributions to daily routines and praises their efforts. Children develop healthy habits for life, for example, as they enjoy trips to the park to play football and prepare and eat fruit for snacks. The childminder works with parents to ensure children's well-being is promoted when they move to her care and she works with other settings so that children are well-prepared when they move on to pre-school and school. As a result, children receive good support and settle in well.

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provision

The childminder understands how to care for and support children and she meets her responsibilities with regard to the requirements of the Early Years Foundation Stage. She provides well for the learning and development of the children in her care and monitors their progress effectively. The childminder is aware of potential dangers to children's safety. She identifies risks and manages them appropriately. Consequently, children are kept safe from harm. The childminder has completed safeguarding training and demonstrates that she knows what to do if she has concerns about a child in her care.

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provision

The childminder is a member of a local authority childminding network at the local children's centre. This supports her professional development through training and provides access to specialist support and advice. The childminder also works closely with a small group of childminders. They regularly take part in activities together, sharing good practice and planning, evaluating and learning together. This has a positive impact on the quality of provision for children.

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provision

The childminder works well with parents and they share information through daily conversations and diaries. She also shares information with other settings children attend. As a result, children's learning and well-being is supported because all of the adults in their lives are well-informed of their current interests, abilities and concerns. Parents make very positive comments in letters about the childminder, saying that they are 'very happy' with all aspects of her service and her 'excellent care'.

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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 307910 Local authority Lancashire Inspection number 867775 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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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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