Singleton, Karen Ann

Inspection date

Previous inspection date 27/11/2014 12/03/2009

p.1

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

p.1

This provision is good

 The childminder provides a warm, welcoming and stimulating environment where children are happy and relaxed. They are becoming increasingly independent and happily determine their own learning.  Teaching is good because the childminder understands how to promote children's learning during play. She uses clear observations and assessments to develop individual plans for children's next steps. As a result, their progress is good.  The childminder fosters good relationships with parents. A regular two-way flow of information enables the childminder to plan activities well and ensure children make good progress in their learning and development.  The childminder has a good understanding of how to promote the health and safety of the children in her care. Safeguarding procedures are secure. As a result, children are well cared for and protected.  The childminder works well with other early years providers to ensure continuity of care

p.1

It is not yet outstanding because

 There are opportunities to strengthen the range of experiences for children to engage in to promote their early writing skills, such as writing for different purposes in the imaginative play areas.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector observed activities in the childminder's home.

p.2

Inspection activities

 The inspector talked to the childminder and children at appropriate times during the inspection.

p.2

Inspection activities

 The inspector took account the views of parents as provided in reference letters and questionnaires.

p.2

Inspection activities

 The inspector looked at children's assessment records, planning documentation, evidence of suitability of household members, and a range of other documentation, including safeguarding procedures.  The inspector conducted a joint observation with the childminder.

p.2

Information about the setting

The childminder was registered in 2005 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and her three children in a house in Leyland, Lancashire. The whole of the ground floor and the rear garden are used for childminding. The family has one dog, two cats, two rabbits and tropical fish as pets. The childminder attends a toddler group and activities at the local children's centre. 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 provides funded early education for two-, three- and four-year-old children. The provision operates all year round from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years.

p.3

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

 maximise opportunities for children to write for different purposes, for example, in the role play or construction areas.

p.3

who attend

The childminder demonstrates a good understanding of the Early Years Foundation Stage and clear knowledge of how children play and learn. She obtains detailed information from parents about what the children know and can do. This information alongside her own observations and assessments of children's progress, provides her with starting points from which to plan the next steps in their learning. This means that children make good progress because planning is effective and the children enjoy what they are doing. Parents and any other setting that children attend are involved in children's learning and information is shared through a communication book that allows each party to build on achievements made. The childminder has systems in place to complete the progress check for children between the ages of two and three years, in order to identify the child's strengths and any areas that may need additional support. She has a good understanding

p.3

who attend

of working with parents and other agencies to fully support children to reach their full potential. Consequently, care is consistent between the home, other settings and the childminder's provision.

p.3

who attend

Children enjoy their time at the setting. They play with a wide range of toys that are accessible for all children to enjoy. Toys are set up in the playroom for children to independently choose and play with. The childminder is skilled in engaging children in purposeful play. She plays alongside children and effectively extends their learning through questioning and showing them how to do things. For example, she shows children how to control the computer mouse. The children then copy her. Praise and encouragement are used effectively, which fosters children's emotional well-being.

p.3

who attend

The childminder supports children's language and communication skills well. She responds well to younger children who are developing their communication using successful strategies. For example, she introduces single words and repeats words after them, so that children can hear the word pronounced correctly. The childminder uses simple questions during children's play, and waits for their response, which she values and praises. As a result, children are confident to communicate orally. However, there are fewer opportunities for children to practise early writing skills other than in the creative area, such as within the role-play area or construction area so children are not able to put their developing skills into practice during self-initiated play. The childminder introduces mathematical language. She names the shapes of objects in a puzzle game and counts them. The childminder invites children to choose story sacks and uses opportunities to

p.4

who attend

sound out written letters clearly to help children make connections. Through the childminder's guidance and support, the children are beginning to acquire the skills they require to prepare them for their next stages in their learning, such as school. The childminder liaises well with the school attended by some of the children to ensure that they are reaching the school's expectations.

p.4

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

Children form secure attachments with the childminder because they are cared for in a comfortable home where they are valued and welcomed. The childminder has cared for most of the children currently attending since they were babies. She creates a warm, welcoming and stimulating environment in which children are happy and relaxed. This helps her to work closely in support of children's well-being and enables them to engage happily in their learning. The childminder is enthusiastic and interacts well with children during their play, and knows when to step back to enable them to follow their own ideas. The childminder organises the storage of resources and space within her home well. This ensures children have room to play safely, and are able to make independent choices in their play, which helps them become independent learners. As a result of these steps children from an early age are emotionally prepared for school or a move to another

p.4

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

Children enjoy wholesome, healthy snacks, such as fruit and vegetables. Meal times are social times where children and adults sit together freely talking about their own experiences whilst enjoying a nutritious meal. Children are beginning to learn about healthy lifestyles. The childminder uses good hygiene practices to prevent the possible spread of infection. She encourages children to wash their hands before meals and after using the toilet. Drinks of water are accessible throughout the day and children help themselves to these when they are thirsty. The childminder is a good role model and encourages children to be polite and use good manners during routines and activities. Children learn to share and take turns through the childminder's good use of positive language and praise. As a result, children are well behaved. Children have access to the outdoor area daily, which supports children's all-round

p.4

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

development and emotional well-being. The childminder supports the children's exploratory skills and curiosity well outside with access to an outdoor learning environment nearby where she practises forest school pedagogical principles. This provides the children with a range of natural materials and open-ended resources for them to investigate and develop new skills. Children have regular opportunities to socialise with other children and to develop friendships. For example, they attend local pre-schools and other childminder's homes. Children enjoy visits within the local community, such as to the park and shops, which also allows them to practise road safety. This helps build on their self-esteem and independence. Therefore, children are developing the skills needed to support the next stage in their learning.

p.5

provision

The childminder has a good understanding of how to meet the safeguarding and welfare requirements of the Early Years Foundation Stage. She has attended training in safeguarding to further promote her understanding of issues surrounding child protection. Effective risk assessments and daily safety checks are completed to minimise hazards in order to reduce the risk of accidents to children. The childminder has a first-aid certificate and appropriate accident, incident, and medicine records in place. All adults living in the childminder's home have been suitably vetted. Consequently, children's safety and well- being are protected. The childminder has a good range of policies and procedures, which she implements with success and shares with parents, in order to make clear the standards to which she works.

p.5

provision

The childminder has a good overview of the educational programmes and experiences required to help children progress towards the early learning goals. She reviews the impact of her teaching strategies and planning for individual children, to ensure she includes all areas of their development. The childminder works well with parents and other providers to enable her to meet the needs of children effectively. Where she has any concern she sensitively raises this with parents and together they formulate a plan for intervention to address any gaps in children's development. She establishes good relationships with other settings that children attend and exchanges relevant information to ensure continuity of care and education.

p.5

provision

The childminder evaluates her practice to continue to develop the care provided, this helps her to plan her continuous training programme to enhance her knowledge. Consequently, she is able to demonstrate a drive for improvement and continued good provision. She has effectively addressed all previous recommendations and has had meetings with her local authority improvement officer to consider further targets for improvement. The childminder includes parents and children in the evaluation process through the use of questionnaires. Responses to these are positive and clearly demonstrate that all parties are happy with the care and education they receive.

p.5

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

p.6

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

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number EY311157 Local authority Lancashire Inspection number 856688 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 9

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10