Childminder in Lancashire

Inspection date

Previous inspection date 27/11/2014 12/03/2012

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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

 Children make good progress because the childminder is knowledgeable about how young children learn. She provides children with a range of stimulating learning experiences, linked to their individual interests and teaching is consistently good.  Children are happy and settled and have secure and affectionate relationships with the childminder. As a result, they display high levels of confidence and self-esteem.  The childminder has a good understanding of her role and responsibilities to protect children from harm. She has attended safeguarding training and conducts regular risk assessments of her home. As a result, children are safe when in her care.  Partnerships with parents are good. The childminder makes every effort to seek parents' views, with regards to their children's learning and care. Additionally, parents' are included in the self-evaluation of the setting and are kept up to date regarding their

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This provision is good

children's progress. As a result, parents are valued and involved in their children's learning.

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It is not yet outstanding because

 Opportunities for children to be able to explore and create with open-ended resources have not been given full consideration.  There are fewer opportunities for children to have regular access to a variety of toys and resources that reflect diversity, to enable them to begin to learn about and value each other's differences.

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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 viewed premises, toys and equipment.  The inspector observed the childminder playing and interacting with the children.

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Inspection activities

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

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Inspection activities

 The inspector checked evidence of the childminder's qualifications and the suitability of adult household members.

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Inspection activities

 The inspector took account of the information provided in the childminder's portfolio and parental comments provided for the inspection.

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Information about the setting

The childminder was registered in 2011 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three children in a house in the Helmshore area of Rossendale. The whole of the ground floor, one bedroom and a bathroom on the first floor and the rear garden are used for childminding. The family has a cat and 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. The childminder collects children from the local schools and pre-schools. There are currently 12 children on roll, five 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.

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

 provide a wider range of resources that reflect positive images of different cultures and disability, to support children's growing curiosity and raise awareness of diversity

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

 support children to develop their creativity and critical thinking skills even further, for example, by providing a range of open-ended and natural resources for them to explore.

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who attend

The childminder is knowledgeable about the requirements of the Early Years Foundation Stage and fully understands the need to promote children's learning and development through purposeful play and planned activities. She gains a range of useful information about children and their starting points through meetings with their parents and during settling-in sessions. She uses this information to form initial assessments and find out about children's interests, development and care needs. The childminder makes sure that activities are developmentally appropriate through effective use of observation and purposeful assessments. She uses this information well, to plan individual next steps for children, which promotes their future learning. The childminder tracks children's progress across all areas of learning. She then uses this to highlight any gaps in their development. Additionally, she is well aware of appropriate procedures to seek additional support, if

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who attend

required. Children's progress is evident and they are developing skills and confidence in all areas of learning, in particular their personal, social and emotional development, their communication and language skills and their physical development. This provides a firm foundation for their future learning, so children are ready for school.

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who attend

Parents are able to view their children's learning-journey record at anytime and the childminder makes time each day to talk to them about their child's day. The childminder welcomes parents' contributions about their children's learning and development. For example, she invites parents to take home their child's learning-journal record and encourages them to add their comments and suggestions. She then uses this information to inform future plans. The childminder provides children with interesting and age- appropriate activities. A good selection of resources are available and these are attractively presented for children. However, the childminder has not fully considered the benefits of providing children with a range of open-ended resources to explore, in order to further develop their creativity and critical-thinking skills. Children have good opportunities to develop their physical skills, as they are taken on regular outings to the nearby park.

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who attend

Additionally, they enjoy a range of activities and experiences at the local toddler groups and children's centre. These help children to increase their confidence away from the home.

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who attend

The childminder spends good-quality time with children and follows their lead well during play. For example, children ask to sit on her knee and bring to her a selection of books, which they want the childminder to read. The childminder extends children's vocabulary and listening skills by asking them lots of open-ended questions. For instance, they talk about the characters in the book and discuss their differences. As a result, children are curious and respond appropriately with further questions. Although, the book provides children with the opportunity to discuss diversity and difference, there are fewer opportunities for them to be able to extend or elaborate their growing curiosity through play. This is because the use of positive images and resources that reflect our diverse and multicultural society, have not been given full consideration in the home. Children's skills in mathematics are promoted, as they count items in the book and talk about concepts

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

Children are happy and settled, which helps them to form positive relationships and secure attachments with the childminder. The childminder creates a warm, welcoming environment for children, which effectively supports their emotional well-being. There are good settling-in procedures and the childminder works closely with parents during this time, to share significant information about children. As a result, children are well supported when they first start to attend, as the childminder provides them with familiar and consistent routines. Children display confidence in their surroundings and are eager to play and learn in this welcoming home. The childminder interacts positively with children as they play and shows a genuine interest in what they are doing. She is attentive towards children's needs and they feel happy to approach her for reassurance. As a result, children's confidence and self-esteem are growing.

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

Children spend their time in a clean and suitably organised environment. The playroom, dining room and lounge, are set up, so children can independently access a range of toys and activities. The childminder has a calm manner and treats children with kindness and respect. She is a good role model and uses a consistent approach in dealing with unwanted behaviours. The childminder has realistic expectations of children, so the rules and boundaries set are age appropriate. As a result, children are responsive and behave well. Children are happy, inquisitive and show good levels of self-esteem, which is building a firm foundation for their future learning and moves to other settings, such as nursery or school. They learn about keeping themselves safe, as, for example, they take part in regular fire-evacuation drills and they help the childminder to tidy away the toys off the floor, so they do not fall over them.

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

Children's healthy lifestyles are promoted though regular exercise and positive food choices. Playing in the garden and outings in the community ensure children have access to plenty of fresh air. The childminder works with parents, to ensure children receive a healthy and balanced diet while in her care. For example, she has created some new menus that have been devised in consultation with parents and children. They manage their personal hygiene well for their age and stage of development. For example, children use the toilet or the potty and wash and dry their own hands independently. The childminder encourages children to develop good hygiene habits, such as wiping the table before and after meals.

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provision

Children are kept very safe, as the childminder is clear of her role and responsibilities to protect them from harm. She has attended safeguarding training and has very good knowledge of safeguarding procedures. The childminder has a clear, written safeguarding policy and knows what action to take if she has concerns about a child. She maintains a secure environment for children and the identity of visitors is checked and recorded. The childminder minimises potential hazards through effective risk assessments, enabling children to play freely and safely in her home. She has considered a fire-evacuation route and routinely practises this with children, so they understand what to do in an emergency.

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provision

The childminder draws on her childcare experience and commitment to professional development, to offer good quality care and learning experiences for young children. She regularly undertakes additional training, in order to build further on her good knowledge and skills. The childminder reflects on the quality of teaching and children's learning. She has a strong commitment and a positive attitude towards ongoing improvement. For example, she has devised and completed a self-evaluation document and welcomes parents' views, to help her make well-targeted and meaningful improvements. She regularly links with other childminders, to share good practice. The childminder successfully monitors educational programmes. She achieves this by using her experience and secure knowledge of child development and how children learn. The childminder also uses available early years guidance documents and has regular discussions with parents

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provision

regarding their child's progress. This ensures that children are offered a good range of experiences, which are matched to their individual needs, to promote their continued progress towards the early learning goals.

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provision

Documentation is extremely well organised and readily available for inspection. An information folder offers parents an outline of the childminder's experience and training and includes references from other parents, which are very positive. Well-written policies and procedures are shared with parents, to ensure they are fully informed about her practice. Comprehensive details are gathered about children and parental consents are gained, to ensure they are cared for according to their parents' wishes. The childminder establishes very open and trusting partnerships with parents. She promotes regular exchanges of information with them, both directly and through questionnaires. This ensures that children's individual needs are met and promotes continuity in their care. Parents state that they are very happy with the level of care and education their children receive and that they love to attend the childminder's setting. The childminder establishes

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provision

positive links with other settings children attend. This enables children to acquire the dispositions and attitudes needed to fulfil the next steps in their learning, as they make the move to nursery or school.

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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 EY432701 Local authority Lancashire Inspection number 870454 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 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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