Childminder in Lancashire

Inspection date

Previous inspection date 15/01/2015 17/08/2011

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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 childminder has great energy and enthusiasm. As a result, children respond very well and are engaged in their learning.  Children are well supported in their communication and language development. Consequently, they are well prepared for their next stage of learning, including school.  The childminder has a good understanding of how to safeguard children. She has good health and hygiene practices in place and children are taught how to manage their own risk.  The childminder has high expectations and uses consistent strategies to encourage positive behaviour. As a result, children learn to share, use good manners and respect one another.  Children are effectively supported when they begin to attend because the childminder works closely with parents to enable them to settle with ease.

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It is not yet outstanding because

 Occasionally, the childminder does not maximise children's learning by following their lead when they explore and investigate during their play.  Parent partnerships are generally effective, however, strategies to engage them are not always precisely targeted at helping them continue their children's learning at home.

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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 engage in a range of activities with the children.  The inspector conducted a joint observation alongside the childminder.  The inspector held discussions with the childminder.  The inspector looked at a selection of policies and procedures.  The inspector spoke with parents to gain their views.

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Information about the setting

The childminder was registered in 2010 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children in a house in Bamber Bridge near Preston. The whole of the house, except for the main bedroom, is used for childminding. There is an enclosed rear garden available for outdoor play. The family has two guinea pigs as pets. The childminder collects children from local schools and pre-schools and she visits playgroups on a daily basis. There are currently four children on roll, all of whom are in the early years age group and attend for a variety of sessions. The provision operates all year round, from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays.

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

 make the most of opportunities to enable children to experiment and follow their ideas to extend their thinking further

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

 provide even more opportunities to engage parents, in order to continue children's learning at home, for example, through developing parent information sessions.

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who attend

The childminder supports children's communication and language development well because she uses effective strategies to encourage them to speak and listen. She plays with children at their level and ensures good eye contact when communicating with them. As a result, young children learn to speak by carefully watching her mouth and listening to what she is saying. Children are encouraged to use their environment to support their learning. For example, children find specific numerals during a counting song and they check if the weather outdoors matches the picture on the weather chart. Consequently, children are well prepared for their next stage of learning, including school.

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who attend

The childminder has high expectations of children and encourages independence, which they respond to very well. For example, young children are keen to get their own chairs in preparation for lunch times. The childminder takes pride in knowing children as unique individuals and she, therefore, effectively meets their needs. She provides activities that interest children and this helps to build their concentration skills. As a result, children are very responsive to her and they make good progress in their learning. However, on occasions, the childminder does not follow the children's lead in their self-initiated investigations. Therefore, the childminder sometimes misses opportunities to develop children's thinking skills.

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who attend

Parents value daily verbal communication with the childminder and they exchange comments in a diary. They receive email updates that link to their children's electronic learning records. As a result, parents are kept well informed about their children's learning and development.

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

The childminder has a warm manner and she provides a nurturing environment, which means that children feel secure and confident in their surroundings. She is full of energy and enthusiasm, which motivates children to participate in learning activities. Children have high self-esteem because the childminder values their contributions and praises them regularly. The childminder provides consistent routines and she is very clear about her expectations for the children's behaviour. Children are reminded to use good manners and share with one another. Therefore, children behave well and they learn about the rules and boundaries, in order to play cooperatively.

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

The childminder is knowledgeable about how to encourage children to adopt healthy lifestyles. She talks to them about food and supports them to become independent in brushing their teeth after mealtimes. Physical exercise is part of the programme of activities and includes visits to the park and walks in the local area. Children effectively learn about self-care and personal hygiene through their daily routines. Effective hand- washing and nappy-changing procedures are routinely in place. The childminder teaches children about risks in the environment and how to manage these to keep themselves and each other safe. For example, children are guided to safely climb and descend the stairs using a specific routine.

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

The childminder has a flexible settling-in process to meet the individual needs of children and their parents. For example, short taster visits, playgroup sessions and home visits help children to become comfortable with the childminder and the other children who already attend. She recognises that children who build a positive emotional attachment with her before they start to attend, settle into their new environment with greater ease. The childminder is knowledgeable about how to prepare children as they approach the time to move to school by encouraging their growing independence.

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provision

Children are kept safe from harm because the childminder fully understands her duty to safeguard them. She has completed relevant safeguarding training and has good knowledge of child protection procedures. 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 has procedures in place for the administration of medicines and the reporting of accidents. She holds a current first-aid certificate and has taken appropriate measures to keep children safe around her home. For example, a safety gate is in place at the top of the stairs, so that children can learn and play in safety while on the first floor.

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provision

The childminder has a good understanding of the requirements of the Early Years Foundation Stage. She monitors children's progress and knows how to motivate individual children and meet their learning needs. 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. The childminder encourages parents to share children's achievements from home by writing comments for her to display. Parents are complimentary about the childminder and report that it is clear that children have 'a special place in her heart'. Therefore, parent partnerships are generally effective. However, the childminder places less emphasis on supporting parents to continue effective teaching and learning at home.

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provision

The childminder has a clear drive to improve. She is reflective in her practice and she is able to monitor the quality of the learning experiences that she provides. The childminder has made improvements since her last inspection. For example, she has improved her system for assessing children to give a greater focus on their next steps in learning. As a result, learning experiences are more focused on children's individual needs. The childminder evaluates her practice by seeking the advice of parents and other professionals, in order to identify her strengths and areas for further improvement.

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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 EY416694 Local authority Lancashire Inspection number 851754 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

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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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