Childminder in Lancashire

Inspection date

Previous inspection date 09/12/2014 05/02/2009

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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

 The childminder provides a welcoming and homely environment. She establishes warm and secure relationships with children, so children have a strong sense of security and belonging.  Effective teaching strategies are in place to help children develop and to support their physical, personal, social and emotional development. As a result, all children make good progress in their learning.  A comprehensive and well-targeted programme of professional development always focuses on the impact for children, which means they make good progress in their learning.  Safeguarding procedures are good and the childminder has a clear understanding of her responsibilities. This ensures that children's welfare is protected and they are kept safe.  Children's individual needs are quickly identified and are met through effective partnerships between the childminder and parents. Therefore, children's care and learning are well promoted.

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It is not yet outstanding because

 There is scope to develop some partnerships with other settings children attend, to gain a fuller picture of children's learning, to support even better continuity in the children's learning experiences.

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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 childminder's playroom, dining room and lounge.

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Inspection activities

 The inspector asked the childminder questions about her practice at appropriate times throughout the inspection.  The inspector conducted a joint observation with the childminder.  The inspector looked at children's assessment records and planning documentation.

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Inspection activities

 The inspector checked evidence of the suitability of all adults in the household and the childminder's qualifications.

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Inspection activities

 The inspector looked at the childminder's self-evaluation form and took account of the views of parents.

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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 daughter in a house in Freckleton, near Preston. The whole of the ground floor and the rear garden are used for childminding. The family has a pet dog. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis and collects children from the local schools and pre-schools. There are currently seven children on roll. Of these, five 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 Thursday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years.

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

 build on the existing strengths of partnership working to obtain a fuller picture of children's abilities at other settings they attend, in order to identify learning opportunities and agree next steps in learning with more consistency.

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who attend

The quality of the childminder's teaching is good. She provides a diverse range of interesting, stimulating and challenging experiences for children to enjoy, both indoors and outside. Children thoroughly enjoy exploring the environment while being supported and encouraged to try new things. For example, children enjoy investigating a wide range of carefully chosen resources in treasure baskets. Children extend their vocabulary and make connections in their thinking as they describe textures and sounds. For example, children ring bells and excitedly say 'It sounds like Father Christmas' sleigh bells'. The childminder ensures that each child feels valued as an individual. The childminder has high expectations for children and a good understanding of child development, including the prime and specific areas of learning. She effectively uses this knowledge and what she knows about children's interests to support them to make good progress. For example, the

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who attend

childminder provides a variety of resources linked to children's favourite television and book character. As a result, children play imaginatively as they dress up in fire officer clothing. They investigate their favourite storybooks and sing songs, which enhances their communication and literacy skills. They also develop their mathematical skills as they complete jigsaws themed on fire safety.

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who attend

The childminder uses a clear system to observe, monitor and track children's progress through accurate assessments. Children's identified next steps in learning and interests inform planning for their future learning. As a result, children demonstrate the characteristics of effective learning, such as a willingness to investigate and explore new things. This contributes to the good progress children make in the childminder's care. For example, when children show an interest in plants, the childminder supports them to grow herbs. They monitor their growth, pick them, investigate the different smells and describe the feel and taste. Children are supported with individual learning opportunities to make good progress in all of the seven areas of learning. The childminder has a solid, secure understanding of how children learn and provides a broad range of play opportunities to help children make good progress. Therefore, children have a wide range of skills to

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who attend

support their future education and are ready for the next stage in their learning when the time comes.

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who attend

Relationships with parents are very positive and contribute well to meeting all children's needs. The childminder works effectively with parents to establish children's starting points, in order to fully support their learning. Parents speak to the childminder every day and also exchanges information in a communication book. Parents are kept very well informed regarding children's progress as they contribute to learning files and are involved in the assessment process. For example, the childminder involves parents in the progress checks of children between the ages of two and three years to identify children's strengths and the areas where children's progress is less than expected. She completes these in a timely manner so that early intervention can be sought if necessary. Children's learning and development is effectively supported in partnership with their parents. The parents and childminder enjoy a shared understanding of children's learning. The childminder

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who attend

effectively supports parents in extending children's learning at home. For example, she provides details of planned next steps in their learning and suggested learning opportunities.

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

The childminder ensures that all children form secure emotional bonds and attachments by having good settling-in procedures. She ensures that children are happy and enjoy their time by finding out about their needs, likes and dislikes before they start. She also talks to parents on an ongoing basis to ensure consistent support is offered to children. The strong, supportive and positive relationships with parents provide maximum benefit to both the children and their families. The childminder provides a warm welcoming environment, which enables children to feel emotionally safe and secure. As a result, children are happy and make good progress.

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

The childminder ensures each child's medical and dietary needs are known and managed and all accidents are recorded. Children actively adopt healthy lifestyles. They independently follow good hygiene routines and are reminded of the importance of washing their hands after using the toilet. Children enjoy healthy, nutritious meals, such as toast and banana for snack and homemade cottage pie with vegetables for lunch. This range gives children good opportunities to try new tastes. Children are interested in what they eat because the menu is varied and they learn how good nutrition supports healthy lifestyles. The childminder gets down to the children's level and calmly communicates her expectations for their behaviour. The focus is on a positive atmosphere of mutual respect and trust where the childminder frequently praises children's efforts and achievements. Consequently, children's behaviour is good and their self-esteem is supported effectively.

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

Children are self-assured and confident. Children competently cut their own banana at snack time, and older children use the toilet independently. This is because the childminder effectively supports children to develop good self-help skills. Therefore, when the time comes, they are more independent and make a smooth move to other settings, such as school. The childminder effectively teaches children to keep themselves safe. She allows children to take safe risks while exploring the park. For example, the childminder teaches them to use the climbing frame safely. Therefore, children learn how to keep themselves safe and manage risk while on outings.

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provision

Safeguarding arrangements are good. The childminder understands her role in protecting children from harm and is aware of what to do should she have a concern about children's welfare. This helps to make sure that children are appropriately protected. She is fully aware of her role and responsibilities in delivering the Early Years Foundation Stage. Risk assessments and safety measures are thorough and, as a result, children are cared for in a safe environment. All adults in the household have undergone relevant checks to ensure they are suitable to be around children. Required documentation and records are well- maintained and reviewed to ensure they are up-to-date. They effectively underpin the childminder's practice in maintaining children's safety and welfare.

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provision

The childminder has high expectations and a strong drive to improve this already good setting. Since the last inspection, all recommendations have been fully addressed. As a result, children access a range of natural resources to explore and investigate. Furthermore, the childminder has extended opportunities for children to explore outdoors. For example, she has provided a mud kitchen, which supports children's investigative and critical thinking skills in the outdoor environment. The childminder undertakes a wealth of training, which she carefully selects in order to specifically meet the needs of children. For example, she has attended training about young children's nutrition and has reviewed all her menus to ensure she provides high-quality food and drink. Consequently, she supports children's development effectively by providing well thought out, home cooked meals and the ongoing provision of milk and water to keep children hydrated.

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provision

Effective partnerships with parents are well established. The childminder actively seeks parents' views and uses these continually to improve her service. Her improvement plans take full account of their views and are reviewed on a regular basis to further develop her service. The childminder is committed to working in partnership with other setting that children attend. These partnerships are generally good. However, there is scope to build on some partnerships to ensure information is shared consistently well for all children. Feedback from parents about the quality of teaching and learning is overwhelmingly positive. For example, parents describe the very good progress their children have made and how well the childminder prepares children for the next stage in their learning, such as 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 307660 Local authority Lancashire Inspection number 867757 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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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

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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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