Childminder in Lancashire

Inspection date

Previous inspection date 18/12/2014 25/03/2009

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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 gives children space, time and open-ended resources to engage in quality child-initiated play. As a result, children develop their concentration skills.  The childminder understands how to provide appropriate challenge to effectively teach children of different ages, through shared activities, which supports them to make good progress.  The childminder has a good understanding of her responsibility to safeguard children from harm. Effective safety measures around the home, and clear boundaries for behaviour, help to keep children safe.  Parents contribute information about their children on entry and the childminder keeps parents informed of children's progress. As a result, partnerships with parents are good and children's well-being is well supported.

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It is not yet outstanding because

 The childminder sometimes asks too many closed questions that require simple answers. As a result, children are not always effectively challenged to think about how and why things happen.  The childminder does not always model the correct pronunciation of words in response to children's own attempts to form words. This means that children do not consistently learn how to form words correctly.

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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 checked evidence of the suitability of the childminder and other adults living on the premises.

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Inspection activities

 The inspector observed the childminder engage in a range of activities and care routines with the children.  The inspector held discussions with the childminder.  The inspector conducted a joint observation with the childminder.  The inspector looked at a selection of policies and procedures.

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Information about the setting

The childminder was registered in 1996 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband in a house in Hoghton, near Preston. The whole of the ground floor, the first floor bathroom and two bedrooms are used for childminding. There is an enclosed garden for outdoor play. The childminder attends a toddler group and she visits parks and the library on a regular basis. The childminder collects children from local schools and nurseries. There are currently six children on roll. Of these, two are in the early years age group and attend for a variety of sessions. The provision operates all year round from 7.45am to 5.30pm, Monday to Thursday, except bank holidays and family holidays. The childminder 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:

 strengthen modelling of words and phrases for children to hear so that they develop their language skills even further

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

 encourage children to think about how and why things happen, for example, by asking more open questions.

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who attend

The childminder has a good understanding of how to promote children's learning and development. She provides shared experiences to challenge babies and older children. For example, babies develop the skills to roll a ball, while older children aim the ball to reach a shape or number target. As a result, children's individual learning needs are well catered for. The childminder gives children space, time and appropriate resources to engage in quality child-initiated play. She offers experiences that link to children's interests and stages of development, so that children are motivated to learn. This means that children develop high levels of concentration because they are fascinated in their play. The childminder frequently talks to children about what they are doing, to extend their understanding of the world and to develop their vocabulary. Children enjoy engaging in conversation with her and are confident to make their own attempts to form new words.

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who attend

However, when they form words incorrectly, the childminder does not always respond promptly and effectively. This means that children are not consistently supported to learn how to form words correctly. The childminder encourages children to take the initiative to seek out their favourite toys and locate their own resources. Consequently, children confidently make choices in their play, explore their imaginations and make good progress in their learning.

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who attend

Children are supported to develop mathematical skills because the childminder takes opportunities to practise practical skills during their play. For example, children are encouraged to count dough cupcakes that they have made to sell to customers during role play. As a result, children are learning mathematical concepts in a fun way. The childminder is skilled at re-shaping tasks when children take learning in a different direction. This means that children learn through experiences that are meaningful to them. The childminder encourages children to persist with their chosen activities and develop their listening skills. For example, she gives children two-step instructions, such as 'go upstairs and find the blanket'. Children listen well and follow the instructions to independently get their own resources to build a den. Consequently, children are well prepared for their next steps in learning, including school. However, the childminder does

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who attend

not always extend children's thinking skills, for example, by posing open-ended questions that encourage them to think about how and why things happen.

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who attend

The childminder gathers a wide range of information from parents to gain an understanding about children's individual needs and interests on entry. The childminder uses observations and assessments to effectively monitor children's progress, in relation to their starting points and age-related expectations. She shares these observations, as well as regular assessment summaries, with parents. This means that parents are well informed about their children's learning.

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

Children form very good attachments with the childminder and regularly look to her to share their experiences. For example, children take a toy telephone to the childminder and they engage in a pretend telephone conversation together. This shows that children are happy, settled and feel secure in the warm, friendly environment. Children are nurtured to become independent and self-assured so that they are confident to manage change. This means that when children start or leave the childminder, they remain continually settled because they are not dependent on the childminder or other children. The childminder uses a sensitive approach to managing behaviour. She acts as a positive role model and supports children in learning to be patient, share and develop appropriate manners. As a result, children behave well because they have clear boundaries and are aware of expected behaviour.

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

The childminder effectively teaches children about the benefits of exercise and healthy habits. She provides children with a variety of interesting experiences outside of the home to support their physical well-being and understanding of the local community. For example, children engage in regular activities at the toddler group and they visit parks, the library and play centre. Children learn about how their bodies feel when they exercise and how to keep themselves safe when they are near roads. The childminder teaches children about healthy eating through discussion during baking activities and at lunchtime. Children are encouraged to be independent in hygiene routines and self-care practices. They can talk confidently about washing hands 'to get rid of germs' before eating and after using the toilet, displaying a good understanding of healthy practices. Effective settling-in procedures ensure that parents are involved from the beginning. The

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

childminder works closely with parents to collect relevant information about their children, including likes, dislikes and care routines. As a result, children are very well supported in their move from their home into the childminder's home. Parents of babies are kept informed about children's routines and activities through a daily diary. In addition, the childminder uses text messages and daily discussions with all parents. This means that children's ongoing well-being is supported effectively, through clear and regular communication.

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provision

Children are kept safe from harm because the childminder fully understands her duty to safeguard children. She has completed relevant child protection training and has good knowledge and clear written procedures in place regarding child protection. The childminder understands how to identify the indicators of abuse and knows who to contact in the event of any concerns. Appropriate Disclosure and Barring Service checks have been undertaken on all adults living on the premises. The childminder carries out regular fire evacuation practices and she has procedures in place for the administration of medicines and reporting of accidents. The childminder holds a current first-aid certificate. She has put in place appropriate measures to keep children safe around her home. For example, children are protected from trapping their fingers because there are safety stops on doors and storage containers around the home. This means that children can learn and

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provision

The childminder has a good understanding of the requirements of the Early Years Foundation Stage. She monitor's children's progress and makes changes to her planning to meet the needs of individual children. This means that children are continuously challenged across all areas of the curriculum. The childminder tracks children's progress to identify any gaps in learning. She communicates with parents and other settings that children attend, to put in place support to narrow any gaps that are emerging. As a result, children are well supported by the childminder.

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provision

The childminder has made improvements since her last inspection. For example, she has improved her system for observations and assessments to give a greater focus on children's next steps in learning. As a result, learning experiences are more focused on children's individual needs. The childminder uses self-evaluation well to identify her strengths and areas for further improvement. She continues her own learning by communicating with other childminders who she networks with regularly. The childminder is also a member of the Professional Association for Childcare and Early Years and she seeks advice from the local authority. This means that she keeps up to date with changes in childcare legislation to ensure that her practice remains safe.

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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 308274 Local authority Lancashire Inspection number 864894 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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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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