Childminder in Lancashire

Inspection date

Previous inspection date 10/12/2014 27/10/2011

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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 quality of teaching is good. The childminder has a good awareness of how children learn and plans effectively to promote their learning through a range of interesting fun- filled activities. As a result, children make good progress in their learning and development.  The childminder establishes warm trusting and secure relationships with the children in her care. As a result they settle easily because their emotional well-being is fostered.  The childminder has a secure understanding of safeguarding and child protection issues. As a result, her effective routines and risk assessments monitor and maintain children's safety and well-being at all times.  The childminder has established good partnerships with parents, which contribute to meeting children's individual needs.

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It is not yet outstanding because

 The childminder does not always give children sufficient time to respond to her questioning, therefore, they miss opportunities to further develop their problem-solving and thinking skills.  Children's ability to make more independent choices in their play are not fully maximised because some resources are not presented in an accessible way so children cannot independently help themselves.

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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 children playing in the dining room.

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Inspection activities

 The inspector held discussions with the childminder and the children during the inspection.

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Inspection activities

 The inspector looked at children's records and discussed the systems for the monitoring of children's progress.  The inspector completed a joint observation with the childminder

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Inspection activities

 The inspector checked the evidence of suitability of those living or working on the premises, and the policies and procedures for the setting. She also discussed the monitoring process and evaluation systems that support the service.

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Inspection activities

 The inspector took account of the statements provided by parents of the early years children attending the setting.  The inspector completed a tour of the premises.

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Information about the setting

The childminder was registered in 2000 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children in Heysham, Lancashire. The whole ground floor of the house and the bathroom and front bedroom on the first floor are used for childminding. There is a fully enclosed rear garden available for outdoor play. The family has a pet dog and fish. The childminder sometimes works with an assistant. She attends activities in the local community and takes children on outings to shops and parks close by. She also collects children from the local schools and pre-schools. The childminder operates from 7am to 6pm, Monday to Friday, all year round. There are currently five children on roll, all of whom are in the early years age group and attend for a variety of sessions. The childminder receives funding for the provision of free early education for two-, three- and

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Information about the setting

four-year-olds. She is a member of the Professional Association for Early Years and holds a level 3 qualification.

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

 enhance the good teaching methods already in place by giving children more time to think and respond to questions

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

 review the organisation of the extensive selection of high quality toys and resources to make them more accessible, so that all children can help themselves and make more independent choices and decisions about their play.

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who attend

The childminder demonstrates a good understanding of the Early Years Foundation Stage. As a result, she promotes children's learning and development well. Children engage in a good balance of adult-led and child-initiated activities. They also follow a familiar routine so that younger children feel safe and secure in the childcare environment. The childminder engages children well in activities and follows their interests. She encourages children to play well together and offers a positive environment where they feel valued and respected. Children are confident to ask for alternative toys when they have finished playing with the ones they have out. The childminder encourages them to tidy away these toys first, and as a result, children learn from an early age how to look after toys and how to keep themselves and others safe. The childminder undertakes simple but precise observations during activities to complete an assessment of children's abilities and to

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who attend

move them forward using the next steps in their learning. The childminder's sound knowledge of the children is gained through observing and assessing their development, and this results in her providing experiences that match their interests and learning needs.

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who attend

The childminder constantly interacts with the children at their level to help develop their communication and language skills. She provides a narrative as children play and they repeat what they hear and so develop and extend their vocabulary. The childminder asks children questions to extend their learning and challenge their thinking. However, occasionally the childminder does not give children sufficient time to respond to her questioning before she answers for them. When this occurs the children do not have the opportunity to problem solve or think critically for themselves. The childminder gives children the opportunity to extend their personal, social and emotional development by encouraging them to share and take turns as they play. In addition, children attend several social groups during the week, which helps them to build up social relationships with other children. Children enjoy craft activities linked to the Christmas festivities. They

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who attend

make snowmen figures by attaching cotton wool balls to card and placing a paper hat to its head. The childminder praises their achievements, which boosts their self-esteem and confidence. Children are provided with good opportunities to play outdoors where they develop their physical skills and their balance and coordination while using wheeled toys and a range of other outdoor equipment. Children investigate and explore the natural environment and learn about growing and cultivating vegetables and flowers. This supports their understanding of how to care for living things and the environment. The childminder listens to the children, who are confident to request alternative resources. Children are presented with a very extensive selection of high quality resources which are stored in large clear containers one on top of the other. As a result, children are unable to independently help themselves to them because they are too heavy to move by

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who attend

themselves. Younger children enjoy using objects that fit inside one another and exploring and investigating natural materials and objects. However, these resources are not always accessible for younger children to independently help themselves to. In both instances, children's independence, choice and decision making are not promoted to maximum effect.

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who attend

The childminder engages well with parents at dropping off and collection times. In the morning parents inform her of what their children have done at home, and in the evening the childminder tells them about their day. The information gathered from parents is used to further support developmental skills. Parents provide information and photographs of the children, their friends and special people in the children's lives. These are displayed on the window, and during conversations the children point to them and name who they can see. The discussions held with parents inform the assessment process and the information about children's achievements from home further informs their progress records, including the progress check for children aged between two and three years. As a result, parents are kept fully involved in their children's learning and how they can continue to help them at home. This combined support over time contributes to children's learning,

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who attend

independence and their self-care skills in readiness for school.

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

The childminder establishes close bonds and strong attachments with the children in her care. She fosters this well because good arrangements are in place for settling in children. For example, when children first start they gradually build up the length of time they stay each session so they become familiar with the environment and the childminder. The childminder provides a warm and welcoming environment. She helps to promote children's emotional well-being through lots of positive praise and encouragement. In addition to supporting their confidence and self-esteem, she provides consistent boundaries with all the children. This supports their understanding of what is acceptable behaviour and what is not. Children listen to her while she asks them what the consequences of their actions will be if they hit each other, and the children begin to understand about others feelings. As a result, they learn how to be kind and respectful towards each other and learn to

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

tolerate other people. The childminder praises children constantly as they play, which makes them feel special and valued. This results in them developing a positive self-image and sense of belonging.

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

Opportunities for children to learn self-help skills and independence are created at snack and meal times. For example, they sit down together to eat and they help to prepare their own snack by cutting up their fruit using a safety knife. The childminder promotes children's health and caters for the individual needs of the children. She gathers information about allergies and dietary needs to ensure that all children are safely nourished and well fed. Younger children sit in feeding chairs to eat and drink beside the older children, which promotes a social occasion for children to enjoy each other's company. Children's drinks are available and accessible to them at all times. As a result, they remain hydrated during the day. Children learn to wipe their hands before eating and use hand gel as an additional cleansing product. The childminder encourages children to wash and dry their hands after nappy changing and after using the toilet. Therefore,

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

through these routines, children develop their personal self-care skills as well as learn about the importance of good hygiene practices.

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

Children have opportunities to explore the world around them. They visit places of interest within the local community. For example, they play in the park and playgrounds close by, and visit the shops and library facilities. The childminder helps children to understand about different events and festivals that are celebrated throughout the world, such as Chinese New Year and Diwali. Children have access to a range of toys which also help them to learn that they have similarities and differences that connect them to, and distinguish them from others. Children benefit from visits to a number of pre-school groups, which enables them to develop their confidence by trying new experiences and socialising with others in larger groups. Children talk about risks and how to keep themselves safe. For example, they learn how to cross the road safely and they practise the fire evacuation procedure regularly, so that they know what to do if the alarm sounds.

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

The childminder promotes continuity of care and learning through the links she establishes with the settings other children attend or are about to move to. Children are often taken to nursery or to school to pick up siblings or other minded children. Therefore, they become used to the routine of going to school through the day at various times. When children are ready to move on, this helps the process because they are familiar with the school buildings, grounds and teachers.

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provision

The childminder has a good understanding of her responsibility in meeting the safeguarding and welfare requirements. She implements the requirements confidently to create an environment that is safe and secure for all children. The childminder has completed the first level of safeguarding training and is secure in her knowledge of the procedures to follow should she have a concern about the welfare of any child in her care. She clearly understands the procedures she must follow if an allegation is made against her or a member of her family and when to contact Ofsted. The childminder implements a detailed set of policies and procedures to ensure effective and consistent care is provided for all the children who attend. For example, she accurately records children's attendance and her assistant's working hours. Any accidents or incidents to children while in her care are recorded and a carbon copy of the entry is given to parents on collection, after their

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provision

signature is obtained. This ensures that parents are informed and children are monitored in case of complications later. The childminder keeps detailed risk assessments of the premises and equipment. This ensures that all areas that children use are checked for any potential hazards. Risk assessments also keep children safe on outings and while playing outside in the garden. This protects children and supports their care and welfare requirements.

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provision

The childminder has a good understanding of the learning and development requirements of the Early Years Foundation Stage. She observes children during their play and assesses their development against the areas of learning and the Early Years Outcomes guidance showing the typical age ranges. This identifies what each child has achieved and needs to learn next. Through close monitoring the childminder routinely checks records to see whether children need extra support to close any gaps in learning. She clearly understands the processes involved in seeking advice from other professionals and working with parents to support children's development. The childminder is aware of the need to carry out progress checks for children aged between two and three years and shares these with parents and carers. The childminder reviews her practice by considering her strengths and areas for development using the self-evaluation tool. She encourages parents and children

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provision

to contribute to the self-evaluation of her practice and the service she provides. As a result, the childminder demonstrates a strong drive to improve her provision for children and their families.

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provision

The childminder has established links with the local pre-schools and school. This ensures that information is shared with the other settings when her children attend. Good working partnerships are established with parents, who are kept well informed about their children's activities and progress. This is maintained through daily conversations and through the written information in progress records. Parents express a high regard for the childminder and the service she provides. For example, statements from parents comment on the 'Fantastic, home-from-home environment' and 'The child-friendly, safe, welcoming space'. They state that their children are very happy and progressing well in their development.

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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 308968 Local authority Lancashire Inspection number 867837 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 5

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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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