Childminder in Lancashire

Inspection date

Previous inspection date 12/12/2014 08/03/2010

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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

 Children are progressing well because the childminder is knowledgeable about how children learn and teaching is good. She provides children with exciting and challenging play, which covers all areas of learning.  Children settle well and enjoy their time in the childminder's care. They feel safe and build strong attachments, which promotes their well-being and confidence.  Children are effectively safeguarded as the childminder has a strong knowledge of child protection and has effective policies to support her practice. Good attention is given to keeping the premises safe and secure and positive steps are taken to minimise risks to children.  Positive relationships with parents mean that children's individual needs are met and parents are well informed about all aspects of their children's development.

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It is not yet outstanding because

 The childminder does not always exploit opportunities for children to further develop their critical thinking skills.

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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 the childminder caring for and playing with the children.

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Inspection activities

 The inspector spoke to the childminder about her practice at appropriate times during the inspection.

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Inspection activities

 The inspector sampled children's progress records and a range of documentation, including evidence of the suitability of adults in the household, the safeguarding policy and procedures, accident and medicine records.

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Inspection activities

 The inspector had a tour of the childminder's home, including the kitchen, garden and play areas.  The inspector took account of parent's views and of the provider's self-evaluation.

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Information about the setting

The childminder was registered in 2006 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, who occasionally works as her assistant, and two children in Ormskirk, Lancashire. The family have several pet rabbits and a hedgehog as pets. The whole of the ground floor is used for childminding. The toilet and sleep facilities are situated on the first floor level. There is a fully enclosed garden for outside play. The childminding provision operates all year round from 6.30am to 6.30pm, Monday to Friday, except bank holidays and family holidays. There are currently five children on roll in the early years age range. The childminder collects children from local schools and nurseries, and visits parks, libraries and other places of interest on a regular basis.

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

 enhance opportunities for children to think creatively and critically by providing even more opportunities for them to reach own conclusions and solve problems.

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who attend

The childminder is a knowledgeable and enthusiastic practitioner. She demonstrates a good understanding of the learning and development requirements and of how children learn. As a result, children are engaged and motivated in their play. The childminder obtains detailed information on children's starting points, which she uses to plan a variety of stimulating activities and play opportunities that enhance their learning. The childminder recognises her role in teaching children and her teaching skills are good. Throughout children's play, she supports their learning by modelling, explaining what is happening, making suggestions and praising children for their efforts. As a result, children are supported well to develop the skills required for the next stage in their learning. Children's development is effectively recorded in learning records through a selection of photographs, notes and links to the seven areas of learning. Children's progress is

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who attend

carefully monitored to help them make the best progress from their starting points. The childminder is fully aware of the need to complete the progress check for children between the ages of two and three years, and of the importance of working with other professionals in order to fully support children's progress. Through timely and accurate observations, the childminder continues to assess what children are able to do and uses this information to plan effectively for their next steps. For example, she provides opportunities for children to develop their recognition of numbers, as they make a Christmas themed number line, arranging the number cards in the correct order. This helps to ensure that children have the basic foundation skills for the next stages in their learning and for school. However, opportunities for children to reach their own conclusions and solve problems are not always taken full advantage of. This is because the

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who attend

childminder is sometimes too quick to help, and solves problems for them rather than allowing them time to test out their own theories and ideas.

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who attend

The childminder effectively supports children in acquiring good communication and language skills. She asks simple open-ended questions and provides a running commentary in play, engaging children in constant discussion, modelling correct language and extending sentences. This gives meaning to what the children are doing and reinforces their learning. The childminder provides children with opportunities to sing and perform songs using a microphone, which strengthens their language even further. As a result, children's language is developing well. Children are given plentiful opportunities to develop their writing skills, as they make marks with chalk on a board and design Christmas gift tags in Santa's workshop. The childminder provides a broad range of activities and resources that capture children's interests and holds their attention. For example, children delight in shouting 'bingo' as they play a matching game, recognising

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who attend

and matching pictures from a book about a hedgehog that they have been looking at together. The childminder has extended this interest even further by making hedgehog themed games and encouraging the children to help look after the family hedgehog 'Mr Snuffles'. As a result, children are learning to care for living things and are developing an understanding of the world around them.

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who attend

The childminder understands the importance of working in partnership with parents to support children's learning. She speaks to parents on a daily basis and shares information about what the children have been doing during the day, activities they have enjoyed and their progress. The childminder shares children's learning journey records and assessment information with parents. She encourages parents to complete 'Wow moment' sheets about their child's learning at home. As a result, parents are fully engaged in their child's learning and a consistent approach to children's learning is maintained. The childminder has built effective links with other early years providers, ensuring consistency in children's teaching and learning as they prepare for their next steps in their education.

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

Children are clearly settled and feel safe and secure within the setting. Children have formed strong attachments with the childminder and have a good sense of well-being. They are happy, confident and engaged in their play. This is because the childminder has a warm and friendly manner and takes time to find out about children's needs and interests. Children's personal, social and emotional well-being is given high priority, as the childminder offers praise, encouragement and reassurance when needed. This develops children's self-assurance and confidence and raises their self-esteem.

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

The environment is warm and welcoming. The childminder provides a wide range of good quality resources which are easily accessible to children, as they move freely around and play where they wish. This supports children's independence and encourages them to be active learners. The childminder helps children become socially confident with opportunities to mix with others at different local activities. As a result, children become emotionally ready for the next stages in their learning and for school.

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

Children's good health is given high priority as the childminder ensures her home is safe, secure, clean and suitable for young children. She continually ensures that risks to children are minimised. She undertakes regular risk assessments to ensure the safety of the premises at all times. This means that children are able to play in a safe and secure environment. Children are knowledgeable regarding safety. They understand that they need to tidy away the toys from the floor so that their friends do not trip. As a result, children are developing awareness of keeping themselves and others safe. The childminder encourages good behaviour by providing gentle reminders about being kind to others and sharing toys and resources. As a result, children develop good social skills and learn right from wrong. Children learn about keeping themselves healthy and they know they need to wash their hands frequently, especially after using the bathroom or after

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

outdoor play. Children are developing their self-care skills, washing their own hands and taking off their own shoes, which increases their independence. The childminder acts as a good role model by providing nutritious snacks and meals and ensuring children drink plenty of water throughout the day. This helps children to understand about healthy diets and develop good habits for the future.

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provision

The childminder demonstrates that she has a good understanding of her responsibility to meet the requirements of the Early Years Foundation Stage. She has a range of policies and procedures in place to support her practice, which includes the safe use of mobile phones and cameras. The childminder is confident about the action to take to protect children if she has concerns about a child's welfare. All adults in the house have undergone vetting and checking procedures to ensure children's safety. The environment is safe and secure, and the childminder carries out daily checks to minimise risks. Regular fire drills are carried out, and consequently, children are knowledgeable regarding safety, particularly in the event of a fire. Appropriate records regarding accidents are kept and parents are promptly informed of any incident. Children's health and safety are effectively maintained through the childminder's policies, procedures and training. For example, she

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provision

has completed a first-aid training course to ensure children's well-being is suitably addressed at all times.

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provision

The childminder has a secure knowledge of the learning and development requirements. She regularly undertakes written observations and assessments, and plans for the next steps in children's learning. She tracks children's progress using current guidance and shares this information with parents, so they are aware of their child's stage of development. The childminder oversees the educational programme and ensures it is effective, so that children have access to a broad and balanced curriculum that covers all seven areas of learning. This enables her to quickly identify gaps in children's learning, plan appropriate activities to support them and seek advice and intervention from external professionals if necessary. As a result, children's individual needs effectively met. When the childminder works with her assistant, she shares ideas, holds regular dialogues and monitors her assistant's practice to ensure that children consistently receive the best

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provision

Documentation is well organised and readily available for inspection. The childminder has completed a thorough self-evaluation, reflecting on ways to improve the service that she provides. She has considered her strengths and areas of practice that she would like to develop further, and is committed to attending training to support her development. The childminder has successfully addressed the recommendations raised at the last inspection, therefore promoting positive learning outcomes for children and demonstrating her capacity to improve. For example, she has developed her observation and assessment process for all children and successfully uses this information to plan next steps in children's learning, taking account of their starting points. To enhance her practice, she regularly meets with other experienced childminders and seeks support from the local authority, when necessary. Together they share good practice, discuss planning ideas and

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provision

share their experiences. Partnerships with parents are well established. This ensures that children's development is effectively enhanced, as the childminder effectively meets their needs and supports smooth transitions to other settings and school. Written comments from parents state that they are very happy with the service that the childminder provides and that they are pleased with the progress their children are making. The childminder has many thank you cards from previous families, many of which describe the fun and enjoyment their children have had whilst attending the childminder's provision.

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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 EY335025 Local authority Lancashire Inspection number 862627 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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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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