Childminder in Lancashire

Inspection date

Previous inspection date 25/11/2014 27/03/2012

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early years provision

This inspection: 2 Previous inspection: 3 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 focuses her planned activities on children's next steps and the interests that they have. This ensures that the experiences, which children engage in, are challenging and fun. Therefore, children make good progress in their learning.  The childminder has a good understanding of safeguarding children. Rigorous daily checks of the premises and a clear understanding of the possible indicators of abuse ensure children are protected while in her care.  Children thrive and display high levels of self-esteem because of the caring and supportive relationships, which they have with the childminder.  The childminder has very good relationships with parents. She provides them with regular information about their children's progress and embraces their suggestions.  The childminder demonstrates a strong commitment to continuous improvement. Therefore, she is effectively evaluating her practice and making the necessary changes

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It is not yet outstanding because

 On occasion, the childminder asks children questions that require a 'yes' or 'no' answer and does not always allow them sufficient time to think and respond. This does not consistently prompt them to develop their thinking and imagination.  Children's sensory development is not always fully supported because they do not have consistent access to a wide range of sensory activities and resources.

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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 childminder's home.

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Inspection activities

 The inspector spoke to children and observed the childminder while she interacted with them and held discussions with her about her setting throughout the inspection.

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Inspection activities

 The inspector checked the childminder's documentation, including children's learning records, risk assessments and the childminder's systems for self-evaluation.

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Inspection activities

 The inspector checked the evidence of the suitability of the childminder and other adults living at the home.

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Information about the setting

The childminder was registered in 2007 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her two children in a house in Rossendale, Lancashire. The whole of the ground floor, a bathroom on the first floor and the rear garden are used for childminding. The family has tropical fish as pets. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently nine children on roll, six of whom are in the early years age group and attend for a variety of sessions. The childminder 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 of Childcare and Early Years.

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

 enhance the use of a wider range of teaching strategies, for example, by using more open-ended questions and giving children sufficient time to think and respond

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

 provide further opportunities for children to explore using their senses, for example, by providing a wider range of sensory resources.

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who attend

The childminder has a good knowledge and understanding of how children learn. She devises play experiences from her good range of resources, to ensure a variety of activities are available to help children make good progress in their learning. Information is gathered from parents and other settings that children attend, to form a baseline of what they can already do. From this, progress is monitored through careful observations and assessments. The childminder uses this information to plan a challenging range of activities for children. As a result, children are active learners and enjoy spending time in the childminder's care.

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who attend

The childminder provides children with a wide range of activities that cover the seven areas of learning. For example, children enjoy playing in the ice water. They use their small muscle skills, as they fill cups and use a variety of utensils to stir the water. Children are fascinated, as they observe and discuss with the childminder the changes that happen as the ice melts. This supports children's communication and language and their personal, social and emotional development. Consequently, children are learning the necessary skills to be developmentally ready for school. The childminder provides a good narrative, as she introduces children to new vocabulary, such as hard, soft, hot and cold. As a result, children's understanding of these concepts is extended. However, there are times when the childminder only asks children questions that require a 'yes' or 'no' answer. Additionally, on occasions, she is too quick to provide children with answers to posed

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who attend

questions. Therefore, opportunities for children to be able to further develop their thinking skills are not maximised. Children's skills in mathematics are promoted as they count during everyday activities and discuss concepts, such as size and shape with the childminder.

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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.

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

The childminder has built warm relationships with the children. They are confident in her home and access their belongings when needed. For example, children get their blanket and snuggle in with the childminder when they want reassurance or they are tired. Children play happily and display good levels of confidence and self-esteem, as they actively explore the available activities and resources. Children have access to a good range of resources that are safe, clean and age appropriate. However, full consideration has not been given to a wider range of learning resources. For example, the use of open- ended and natural resources, in particular for babies, to allow them even more opportunities to be active explorers and further enhance their senses. The childminder encourages children to be pro-active about their own safety. For example, she sensitively explains to children how to use the scissors safely. Additionally, regular evacuation

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

practices and discussions about road safety, while out and about, further contribute to children's understanding of staying safe. The childminder conducts regular risk assessments of her home and for outings in the local community. Therefore, children are kept safe while away from the setting.

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

Children are developing a good understanding of the importance of living healthy lifestyles. They eat healthy snacks of fresh fruit and vegetable sticks and they have access to fresh drinking water at all times. The childminder has in place very nutritious menus that ensure children receive at least five portions of fruit and vegetables each day. These have been developed in consultation with parents and children. As a result, children understand, which foods are good for them. Additionally, they have ample opportunities to be physically active, as they enjoy regular outings in the local community and have daily access to the childminder's garden. The premises are clean and safe and the childminder takes good steps to minimise the risk of cross-infection. For example, children know to wash their hands before meals and after using the toilet. Additionally, children have their own wash bag, towel and toothbrush.

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

The childminder is a good role model for children and has realistic expectations of what they can do. She is consistent when dealing with any unwanted behaviours and the strategies that are used are developmentally appropriate. The childminder uses simple but effective techniques to limit unwanted behaviour. For example, she gets down to children's level and asks them to share and take turns and be kind and courteous to one another. Children respond well, demonstrating their understanding of her rules and boundaries. They are also aware of what is expected of them. For instance, they help to tidy away toys before lunch. The childminder has good links with the local school and nursery. She has introduced herself to teachers, so that she can share valuable information, in order to support children as they move between settings.

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provision

The childminder has a thorough understanding of her roles and responsibilities to meet the Early Years Foundation Stage. This enables her to be able to provide parents and children with a very good level of service. Children are kept safe because there is a rigorous safeguarding policy and the childminder is aware of the procedures that she must follow if she has any concerns about a child. For example, through training, she is confident in her ability to recognise the possible indicators of abuse or neglect and she knows the correct procedure to follow to keep children safe. The childminder holds a current paediatric first-aid certificate. This provides her with the knowledge and skills required to effectively administer first aid. The childminder has a good awareness of how to promote children's safety, she carries out risk assessments, to ensure that children play and explore confidently in a safe and suitable environment. For example, there is a safety

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provision

gate on the stairs and the main entrance door is kept locked. A good range of policies, procedures and records, which underpin children's care, are in place. Policies are shared with parents on admission. The childminder has available an information folder of ongoing changes and developments made to the setting. As a result, parents are well informed and feel involved in the setting.

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provision

The childminder demonstrates a well-organised approach to her role. She clearly understands how to promote children's learning and development. Systems for monitoring children's achievements and supporting the next steps in their learning are effective. She evaluates her planning to make sure that activities promote all areas of learning and meet children's needs. The childminder also demonstrates a commitment to continually improving her provision, ensuring that it meets the needs of children and their families. She clearly identifies her strengths and areas to improve. The childminder regularly reviews her provision through self-evaluation, which includes the views of children and parents. She strives to improve her practice further by attending training, such as food hygiene. Also, she has completed an advanced course in child protection and safeguarding. Additionally, she has addressed the recommendations made at her previous

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provision

The childminder has strong links with the local primary school, to ensure consistency and continuity of children's care and learning needs. Partnerships with parents are very strong. The childminder takes time to get to know the children's families. She keeps them fully informed about their children's development by means of daily verbal communications at drop off and collection times. She also arranges one-to-one sessions, held at her home, to discuss children's progress and to plan for their future. Written evaluations from parents, state that they feel very supported by the childminder and they are very happy with the care and education, which she provides for their children.

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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 EY360206 Local authority Lancashire Inspection number 878435 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 9

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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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