Childminder in Lancashire

Inspection date

Previous inspection date 27/11/2014 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

 Teaching is good and children benefit from having access to a wide range of stimulating resources, which are relevant to their interests. Consequently, children make good progress given their starting points and are well prepared for the next stage in their learning.  The childminder is clear about her role in safeguarding children and is aware of the action to take and who to contact should she have any concerns regarding their welfare.  Children are very content and happy within the childminder's care. It is clear that they have established warm and trusting relationships with her and their behaviour is good.  The childminder builds strong relationships with parents from the start, enabling them to work in partnership to support children's well-being and learning. Therefore, children settle quickly into her care and form secure attachments.  The childminder has a clear drive for the continuous improvement of her service. As a

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This provision is good

result, learning outcomes for children continue to improve.

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It is not yet outstanding because

 Opportunities to further develop children's emerging independence skills and understanding through daily routines are sometimes missed.

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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 designated rooms and viewed the resources and equipment available to the children.

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Inspection activities

 The inspector spoke with the childminder at appropriate times during the inspection and while observing children.  The inspector undertook a joint observation with the childminder.

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Inspection activities

 The inspector looked at a selection of documents, including children's records, children's record of development, policies and procedures and evidence of the suitability of the childminder and adults living on the premises.

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Inspection activities

 The inspector had detailed conversations with the childminder to establish her understanding of the Early Years Foundation Stage and safeguarding procedures.

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Information about the setting

The childminder was registered in 2004 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children in a house in Nelson, Lancashire. The whole of the ground floor, upstairs bathroom and the rear garden are used for childminding. The family has four cats 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 five children on roll, four of whom are in the early years age group and attend for a variety of sessions. She operates all year round, from 7.45pm to 5pm, Monday to Friday, except bank holidays and family holidays. She is a member of the local childminding network.

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

 make the most of opportunities to develop children's independence skills and understanding through daily routines by providing clear explanations, such as why they are washing their hands or why they need to wipe their nose.

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who attend

The childminder has a secure knowledge of the Early Years Foundation Stage and as a result, children are well supported in their learning and development. She records detailed observations of children as they play and uses the information to make accurate assessments of their level of development. Observations are thorough and link to different areas of learning. Consequently, the childminder has a good knowledge of individual children and knows how to plan for their next steps in learning. The quality of teaching is good and children learn through a balance of adult-led and child-led activities. The environment is well organised, so that children can access the toys easily and independently. Children enjoy choosing from a good range of stimulating, exciting activities and resources. The childminder joins in with the children's play sensitively, encouraging them to have their own ideas by supporting them to play and explore. As a

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who attend

result, all children are working comfortably within the typical range of development expected for their age. Children are acquiring the necessary skills to be ready for their next stage in learning.

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who attend

The childminder supports children's good communication and language skills. She encourages children to build on their vocabulary by talking to them as they play and by introducing new words and their meaning. For example, children discover what's in the box, the childminder introduces new objects and the word linked to the object, such as duck, sheep and crocodile. She repeats the word and encourages children to repeat the word as they investigate what they have found. As children are engaged in their play, the childminder sings appropriate songs and praises the children when they join in with the actions. Consequently, children are developing their listening, understanding and speaking skills. Children receive plenty of fresh air and exercise, and this contributes greatly to their physical health and well-being. The childminder takes the children to group activities where they have the opportunity to play with a larger group of children. They go for walks

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who attend

and visit the local park where they use different, large play equipment to challenge them further and to help them to learn to assess risk and to keep themselves safe. This also provides good opportunities for children to explore the community and to learn about the world. Children are developing some self-care skills as, for example, they learn to manage taking off their shoes when coming inside.

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who attend

The childminder chats to parents on a daily basis to inform them of the activities their children have taken part in. She collects useful information about what children can do before they start, so that she has a clear idea of their starting points. The childminder completes the progress check for children between the ages of two and three years and shares this with parents. This provides them with an accurate assessment of children's progress and identifies any gaps in their learning. Regular discussions with parents and progress updates about children's development means that they are well supported to continue their learning at home.

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

Children are happy and relaxed in the childminder's care and form close relationships with her. The childminder provides a warm, homely environment, which significantly helps children to feel comfortable and emotionally secure. She ensures that children are making strong attachments and bonds with her and that their emotional well-being is consistently supported. The childminder knows the children well and is able to attend to their needs quickly. For example, she recognises when they need reassurance and comfort and children happily approach her for cuddles and hugs when they are tired. This provides children with strong attachments that help them to feel safe and secure and subsequently, supports their emotional well-being. Settling-in procedures are flexible enough to meet the needs of the children. The childminder gathers information from parents concerning their child's individual care needs and routines and records this in their learning and

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

development files. Consequently, the childminder knows individual children well and they benefit from consistent care. The childminder shares her knowledge of the children with relevant professionals to support a smooth move to school.

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

The stimulating, well-resourced environment promotes independence and confidence as children access the resources themselves. Children show good levels of independence as the childminder has high expectations. The childminder gives children lots of praise and encouragement, which builds their self-esteem and confidence and prepares them emotionally for the next stage in their learning and for school. Children are learning to follow routines as they are encouraged to tidy up after activities and before snack time. As a result, children also learn about safety and how to take care of resources. However, some opportunities are missed to fully extend their understanding of how to care for themselves. For example, by providing clear explanations about why they should wash their hands or wipe their nose. The childminder is a good role model and uses age- and stage-appropriate explanations to provide children with a clear knowledge of acceptable

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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 a healthy lifestyle. A good range of healthy snacks and well-balanced and nutritious meals are provided, which support children to make healthy choices. Fresh drinking water is available to children at all times and the childminder encourages and reminds them to have drinks throughout the day. As a result, children learn to recognise their own needs and help themselves to water when they are thirsty. Children's physical health and well-being is well promoted by the childminder, who encourages them to be physically active. Access to the garden area ensures that children have plenty of fresh air.

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provision

The childminder has a good understanding and knowledge of how to meet the safeguarding, welfare and learning and development requirements of the Early Years Foundation Stage. As a result, the childminder is aware of potential signs and symptoms of abuse and neglect and has a strong knowledge of procedures to follow if she has concerns about a child. She has attended training, such as first aid and safeguarding and therefore, has a thorough and up-to-date knowledge of these subjects.

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provision

The childminder provides activities and a wide range of challenging experiences that support children to make good progress towards the early learning goals. As a result, children's individual needs are identified and the information gained is incorporated into the plans. The monitoring of educational programmes is secure and ensures that all children receive a broad and balanced curriculum. The assessment and tracking of children's progress is accurate and effectively identifies any gaps in learning. As a result, individual children with special educational needs and/or disabilities are targeted and their progress is monitored, so that appropriate support can be provided. The childminder has high expectations of all children and aspires to improve her practice.

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provision

The childminder's self-evaluation takes into account the views of parents and the children, expressed through verbal feedback and questionnaires. She fully understands the impact her own childcare knowledge has on the quality of the provision and outcomes for children. Consequently, she is keen to continue her professional development, in order to improve outcomes for all children. She has improved her understanding of the learning and development requirements and continues to do so through training, taking advice from other professionals and then implements her knowledge into her practice. The childminder strives to provide children with all the skills and tools to succeed in their later learning.

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provision

Partnerships with parents and the local school are well established and result in continuity of care and learning for all children. The childminder and parents share information through daily conversations and text messaging, which means that all parties have clear information on which to plan for children's continuing good progress.

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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 EY276692 Local authority Lancashire Inspection number 903880 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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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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