Daykin, Debra Elizabeth

Inspection date

Previous inspection date 07/01/2015 19/02/2009

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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 actively listens to children's views and plans around their interests. This supports children's motivation to learn and develops their self-confidence.  The childminder develops warm and respectful relationships with the children. This fosters a sense of belonging and children are happy and enjoy their time at the setting.  The childminder gives high priority to the safety of children, as a result she effectively supports their growing understanding of how to keep themselves safe and healthy.  The childminder establishes good relationships with other professionals, which promotes children's care, learning and well-being.

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It is not yet outstanding because

 The childminder does not always fully maximise the opportunities for partnership working with all parents to support their children's learning at home.  The childminder does not use the outdoor environment to the maximum potential by providing children with vibrant, highly stimulating learning opportunities that are available all year round.

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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 house and talked with the childminder.  The inspector viewed the areas of the premises and garden used for childminding.

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Inspection activities

 The inspector discussed the procedures for safeguarding children with the childminder and viewed the risk assessments and other safety documentation.  The inspector reviewed records of the children's assessment and planning.

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Inspection activities

 The inspector took account of the views of parents, as recorded in written questionnaires and reference letters.  The inspector reviewed the childminder's hardcopy self-evaluation form.

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Information about the setting

The childminder was registered in 1996 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and one child in the Thornton Cleveleys area of Lancashire. The whole of the ground floor, the bedroom on the first floor and the rear garden are used for childminding. The family has a rabbit, guinea pigs and a dog as pets. The childminder attends a toddler group and activities at the local children's centre. She visits the shops, parks and the beach on a regular basis. She collects children from the local schools and pre-schools. There are currently 13 children on roll, of whom three are in the early years age group and attend for a variety of sessions. She operates all year round, from 8am to 6pm, Monday to Friday, except bank holidays and family holidays. She is a member of The Professional Association for Childcare and Early Years. Also, she is offered support and training from the local

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Information about the setting

authority. She holds a relevant childcare qualification at level 2.

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

 enhance opportunities for engaging all parents even more actively in their children's learning and development. For example, by sharing further information and providing ideas to support learning at home, to help children to make the very best progress

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

 maximise children's learning in the outdoor environment by providing a range of tools for planting and by fostering their curiosity to explore wildlife and natural resources all year round.

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who attend

The childminder has a good understanding of the learning and development requirements of the Early Years Foundation Stage. She knows children well and uses her knowledge of their skills and abilities to plan educational programmes, which promote all areas of learning. The childminder effectively supports children's play activities and invites parents to discuss their starting points when they first join the setting. This information supplements the childminder's planning to support children's learning. The childminder observes children and completes annotated photographs to support the development, which she sees. This enables her to highlight children's achievements and plan for their next steps in learning. She assesses their progress and completes the progress check for children aged between two and three years to ensure that any need for early intervention can be identified. As a result, children make good progress in relation to their starting

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who attend

points. The childminder regularly shares information with parents, but has not yet developed highly focused strategies to engage all of them even further in their children's learning and development. For example, by inviting parents to contribute further to their children's development records. Also, by providing parents with more ideas to support learning at home to help children to make the very best progress.

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who attend

The childminder provides an environment with a wide range of interesting, good quality resources and play opportunities for the children. The quality of teaching is good. The childminder gives high priority to supporting children's communication skills and language acquisition. She offers a running commentary during children's play activities and skilfully introduces new words. She uses effective techniques, such as copying and repeating children's words and phrases. Also, she speaks with a good tone and pace. The childminder asks children questions, giving them plenty of time to think and respond, so they do not feel rushed. As a result, children make good progress in their communication and language skills. The childminder values children's attempts to solve problems and sensitively offers support at appropriate times to help them to achieve their goals. For example, as they place lotto game cards in the correct position and count how many more

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who attend

they need to fill their picture board. She introduces mathematical concepts, such as counting, numbers, colours and uses positional language. The childminder offers games for children to match and sort. Consequently, children show confidence as they develop good critical thinking and mathematical skills. They show the characteristics of effective learning as they play, such as good concentration skills and determination. Children actively contribute to their learning and make independent choices about what they want to play with. As a result, children are motivated to learn and they develop good skills in readiness for school.

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who attend

The childminder plans around what she knows children are interested in, although, she has not yet fully maximised their learning opportunities in the outdoor environment. For example, by providing a range of tools for planting all year round and fostering children's curiosity to explore wildlife and natural resources throughout the seasons. Indoors, there are colourful displays of posters and pictures with signs, symbols, numbers and letters. The childminder provides props, such as puppets and laminated words of stories and rhymes and encourages children to make up their own stories. As a result, children have fun as they develop good early literacy skills. The childminder provides children with plenty of opportunities to develop their physical skills, for example, as they climb and balance on the slide and swings and jump in the rain puddles. Children show good imagination, for example, as they pretend to make lunch in the play kitchen. They have

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who attend

fun as they explore the sounds that different musical instruments make and speak through microphones, which make their voices echo. Consequently, children express themselves creatively and imaginatively as they play.

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

Children show that they are happy and settle easily into the childminder's setting. The childminder develops warm and affectionate bonds with the children who are keen to invite her to join in with their play. The childminder talks to parents about what children have been doing each day and discusses their care needs and routines. She gathers information about children's interests and abilities, which helps her to ensure their physical and emotional well-being is met well. Parents comment that they are happy with the information received from the childminder. They praise her for putting children's interests and well-being at the forefront of her work. Parents comment that children enjoy their time at the setting. Children are confident in their surroundings and access the toys and resources that the childminder ensures are easily available to them.

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

The childminder offers children lots of choices and gives them tasks, such as helping to tidy away their toys and collecting up the mail that has been posted through the door. The childminder encourages children to do things for themselves and she is close at hand to offer support if needed. She sensitively intervenes after giving children time to try, as a result children feel valued and become self-motivated. The childminder shows respect and a genuine interest in the children. She is a good role model of behaviour and offers gentle reminders for children to share and take turns, for example, as they play games. As a result, children behave very well and play cooperatively together. They show great delight when they are rewarded with the childminder's praise and recognition for their efforts.

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

The childminder helps children to keep themselves safe, for example, as they learn to cross the road safely and practise evacuation procedures to leave the setting quickly in an emergency. Children learn to use tools and equipment safely, such as scissors and cutlery and they know to be careful to avoid slipping as they play outside on the wet floor. Children know the reasons for washing their hands and use their own individual hand towels to avoid cross-contamination. The childminder provides children with a choice of fresh fruit for their snack and offers healthy and nutritious meals, such as home-made cottage pie and fresh vegetables. During the spring and summer months, children learn about healthy eating as they plant and grow their own food, such as cress and strawberries. Children have daily access to the outdoors where they enjoy the fresh air and exercise, which contributes to their good physical health and well-being.

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provision

The childminder understands her role in meeting the leadership and management requirements of the Early Years Foundation Stage. She keeps children safe, for example, by managing risks to their safety and by supervising them closely. The childminder has completed training in paediatric first aid and safeguarding children. As a result, she is able to confidently describe the procedures to follow should she have concerns with children's well-being and safety and regarding any other adults in the setting. The safeguarding policy is in line with the Local Safeguarding Children Board. All adults in the house have undertaken appropriate checks to ensure they are suitable to be with children. The childminder has a written statement of the procedure to follow in relation to complaints and regarding the use of mobile telephones and cameras to ensure children's safety.

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provision

The childminder has a good understanding of the learning and development requirements. She has effective systems in place to monitor the delivery of educational programmes. She ensures that planning covers the seven areas of learning and development to meet the individual needs and interests of all children. She uses comprehensive observations to celebrate children's achievements and to identify any gaps in their learning. The childminder understands the importance of partnership working with parents and other agencies to ensure that individual needs are consistently met. For example, she completes the progress check for children aged between two and three years in a timely manner. She shares this with the health visitor, who she invites to the setting to discuss children's progress and if there is any need for early intervention. Parents praise the childminder for her support and care and the information, which she shares with them. Children's care

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provision

plans are discussed with parents to ensure consistency in their care and learning, so that their needs are well met.

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provision

The childminder has made good progress since the last inspection, demonstrating capacity to improve. She regularly considers ways to develop her business and completes self- evaluation documents to evaluate the quality of her practice. She seeks the views of parents and children and welcomes the support from local authority, which she uses to establish priorities for improvement. The childminder makes the most of local resources, such as the toys and equipment, which are on loan from the children's centre. Also, she attends the meetings and training provided. For example, following communication and language training, the childminder has introduced effective teaching strategies to promote children's learning. Consequently, children are making good progress from their starting points.

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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 308518 Local authority Blackpool Inspection number 867810 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 13

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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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