Childminder in Lancashire

Inspection date

Previous inspection date 04/12/2014 08/12/2008

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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

 Consistently strong teaching ensures all children are making excellent progress in all areas of learning and development.  The childminder's home is welcoming and vibrant. As a result, children flourish from using the exciting and stimulating resources.  The childminder is warm, friendly and children enjoy spending time with her. Consequently, children form close attachments with the childminder and are reassured in her company.  The childminder has a good understanding of safeguarding and children's safety and welfare is a strong focus throughout the childminder's practice. As a result, children feel safe and secure while attending her setting.  Partnership with parents is excellent with effective communication methods in place. Consequently, parents are kept well informed of their children's learning and progress.

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It is not yet outstanding because

 The good hygiene practices in relation to hand washing and nappy changing are not followed consistently on all occasions to maximise children's good health.

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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 lounge and kitchen.

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Inspection activities

 The inspector conducted a joint observation of a child-led activity with the childminder.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at children's assessment records, planning documentation and a range of other documentation, including the safeguarding procedures.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder, the childminder's self-evaluation form and improvement plan.

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Inspection activities

 The inspector took account of the views of parents and carers from information recorded in reference letters.

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Information about the setting

The childminder was registered in 2008 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and her four children in an established area of Blackburn. The whole downstairs of the house is used for childminding and there is an enclosed garden for outdoor play. The family has a rabbit and a cat as pets, which children may come into contact with. There are currently three children on roll, all of whom are in the early years age group and they attend for a variety of sessions. The childminder collects children from her local schools. The childminding provision operates all year round, from 7.30am to 5.30pm, Monday to Friday, except bank holidays and family holidays. The childminder is a member of the Professional Association for Childcare and Early Years. The childminder receives support from the local authority.

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

 follow consistent hygiene practices and procedures to promote children's understanding of managing their own personal hygiene and to reduce the risk of cross contamination during nappy changing procedures.

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who attend

The childminder provides a rich and stimulating environment, in which children thrive and learn. She offers endless learning opportunities for children to develop their imaginative skills and build on what they already know and can do. The childminder continuously recognises children's interests and plans activities to suit their individual needs. For example, children who enjoy hiding, flourish as they hide in the dark den. Children use their torches to enhance the excitement this provides for them and others. As a result, children's learning is challenged and extended further. The childminder offers an effective balance of adult-led and child initiated activities. These are planned extremely well around children's current stage of development. Children explore the interesting and inspiring resources with enthusiasm. They are offered the time and space to find out what each toy does and what the purpose of the toy is. They extend this further by understanding

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who attend

objects can be used in various ways. For example, younger children understand a drumstick is used for banging on a drum and understand it can be used for reaching other objects. Consequently, children's development is highly supported and the move on to their next stage of learning is smooth.

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who attend

Younger children make rapid advances in their personal, social and emotional development, communication and language and physical development. This is because the childminder fully understands the importance of these specific areas of learning. She ensures that the activities she provides focus on these areas to achieve the best possible outcomes for younger children. For example, children's passion for music is developed in many ways. They feel the rhythm of the music through their bodies as they bob up and down to the background sounds. Younger children enjoy making their own sounds through confidently experimenting with various musical instruments. They softly shake the egg-shaped shakers then loudly bang the tambourines on their hands. As a result, children understand they can make sounds differently. Children's communication and language skills are promoted well. The childminder's expert teaching and use of positive language

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who attend

encourages new vocabulary and different sounds. Consequently, children's readiness for school is developed extremely well and they acquire the skills and disposition they need to learn and to confidently express themselves.

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who attend

The childminder has a clear understanding of children's stages of development, interests and families when they first start in her setting. This is because she completes an All about me record with parents when they first start and routinely updates this. The childminder gathers more information with parents to establish what children know and what they can do as they continue to achieve and as they develop new interests. As a result, children's progress and achievements are consistently shared between the childminder and parents, which supports children's learning extremely well at home as well as at the childminder's setting. The childminder is committed to sharing learning with parents by routinely keeping them up-to-date. She achieves this by completing an online daily diary. Children's daily routines and activities are inputted on to the secure database for parents to view. Children's next steps are identified and added to the diary.

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who attend

Consequently, children's learning is continued at home and partnership with parents is exceptional. The childminder uses this information and her close observations when she completes the progress checks for children aged between two and three years. Therefore, children's assessments are up-to-date and parents are kept well informed of their child's progress.

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

The childminder offers a safe, welcoming and vibrant environment. Children are supported emotionally during the settling sessions because the childminder meets their individual needs well, which helps them to settle quickly. Children form close attachments with the childminder and are reassured when she is near. As a result, children feel secure and are ready to learn within the childminder's environment. Parents are respected and the knowledge they have of their children is valued by the childminder. The childminder uses detailed information from parents along with her close observations to get to know the children in her care extremely well. The childminder offers parents guidance when needed. For example, she supports parents when their children are weaning. Positive advice and examples of different foods and textures are explained. Consequently, children are receiving the best possible care because the childminder works closely with parents

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

and forms meaningful relationships with them. Children make use of the stimulating resources the childminder has to offer. They explore the resources with excitement, as they are displayed in various ways. For example, children are interested to find out what is inside the colourful and inviting baskets and containers. They enjoy emptying them and play a game of peek-a-boo with the childminder. As a result, children are self-motivated to learn. Children are confident to play independently or co-operatively in small groups. They are provided with endless opportunities to mix with other friendship groups while attending events in the local community. Consequently, children's personal, social and emotional development is highly supported. The childminder offers consistent rules and boundaries for children to follow. They know what is expected of them and respect the childminder's home. As a result, children's behaviour is good and they are emotionally equipped for their future moves,

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

The childminder promotes positive healthy lifestyles for children. She provides well- balanced and nutritional meals and snacks. Younger children learn to feed themselves independently by starting with finger foods and moving on to using a spoon when they are ready. The childminder offers praise and encouragement when younger children achieve this independently. As a result, children are self-motivated to master a skill they will use throughout their adult life. The childminder's care practices are good and food preparation areas are hygienic, however there are missed opportunities for children to routinely wash their hands before meals and snacks. In addition to this, nappy changing procedures are not consistently followed. The nappy changing mat is not always wiped after children have been changed. As a result, children's understanding to manage their own personal hygiene is not maximised and the risk of cross-contamination is not always minimised. The

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

childminder provides children with endless opportunities to develop their healthy strong bodies. They learn to take risks safely outside in the garden. Children enjoy climbing over the bridged walkway and learn how to safely use the pulley system to transport objects outside. Consequently, children are ready and supported in their next stage of learning.

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provision

Children's safety and welfare is the childminder's main priority. She is knowledgeable regarding safeguarding procedures and is confident to act immediately, should she have concerns regarding a child's welfare. The childminder translates her policies and procedures effectively into practice, as she often refers to them. She ensures these are all shared with parents and the appropriate consent is required when a child first starts in her care. As a result, children feel safe and parents are well informed of her practice. All adults within the childminder's home hold the relevant checks to ensure their suitability to be around children. The childminder has identified all potential hazards to children and has recorded these, and the action she has taken to minimise them, in up-to-date risk assessments. She ensures she attends regular training through the local authority to ensure she complies with the safeguarding and welfare requirements of the Early Years

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provision

Foundation Stage. Consequently, the childminder's practice is a continuous progress.

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provision

The childminder has extremely good knowledge of how young children learn and develop. Her practice is continuously evolving to ensure children receive good quality learning that helps them make the best possible progress. She reflects on her strengths and where improvements can be made to enhance her setting. She actively seeks the views of parents and children and contributes these to her plan of improvement to ensure their views are influential in developing her setting further. Since her previous inspection, the childminder has made significant improvements in recording, monitoring and assessing children's learning and development. She has a robust system in place to track children's starting points and highlight the progress they make while in her care. The childminder ensures she captures children's achievements and new skills and records these daily. She uses this detailed information to complete children's six month assessments. These are

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provision

shared with parents and used to plan children's next stage of learning. As a result, children are making good progress in all areas of their development. The childminder is highly organised with children's assessment records. She is aware of children's current stage of development and which area of learning is currently being focused on. Consequently, children's learning is challenged and extended further.

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provision

Partnership with parents is strong throughout the childminder's practice. She recognises their wide knowledge of their child's learning and development. Parents speak very highly of the childminder. They complement the broad range of experiences she offers to their children and the support she provides them. They describe her as amazing. Consequently, children's learning and development is a strong focus throughout the positive working relationships between the childminder and parents. The childminder works closely with her network co-ordinator and other childminders within the area. They share good practice and new ideas weekly at a childminding group. As a result, children benefit from playing within larger groups and sharing new experiences.

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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 EY375316 Local authority Lancashire Inspection number 873795 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 3 Number of children on roll 3

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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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