Childminder in Lancashire

Inspection date

Previous inspection date 5 February 2015 20 May 2009

p.1

This inspection: Good 2

Previous inspection: Satisfactory 3 How well the early years provision meets the needs of the range of children who attend Good 2

p.1

This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

p.1

This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

p.1

This inspection: Good 2

The setting meets legal requirements for early years settings

p.1

This provision is good

 The childminder purposefully promotes children's confidence and independence in group situations by attending toddler groups. She prepares children well emotionally and equips them with self-help skills in readiness for school.  Strong partnerships with parents, other settings and other agencies ensure each child's unique needs are known and effectively met.  The childminder regularly meets with other childminders to discuss childcare issues and attends training events to build on her good knowledge, understanding and practice.  Children effectively develop healthy life-styles and strong physical skills. They have good opportunities to exercise vigorously in large spaces, such as outdoors in the fresh air.  The childminder is a good role model and is consistent in her praise for positive behaviour, such as sharing well. As a result, children demonstrate polite, courteous behaviour.  Children develop good listening skills and a keen interest in literacy as the childminder

p.1

It is not yet outstanding because:

 While outside, although an increasing range of good quality equipment is readily available, the childminder is less focused on what children are to learn. As a result, although children are happily occupied, they are not always learning at the highest level in all areas of learning.  When delivering planned craft activities, the childminder does not always provide the most suitable resources for what she intends each child to learn, in order for them to achieve at the very highest level.

p.1

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

 review the organisation and planning to ensure children who choose to learn outdoors are able to make the best progress in all areas of development  plan teaching experiences in even more detail, to ensure that the resources used are extremely well matched to what children are to learn and to the ability of the child, in order that children achieve at the very highest level.

p.2

Inspection activities

 The inspector observed activities in the playroom, kitchen and garden.  The inspector spoke to the childminder and children at appropriate times during the inspection.  The inspector carried out a joint observation with the childminder.  The inspector took account of the views of parents spoken to on the day of the inspection.  The inspector looked at a range of documents, including verifying some qualifications, checking the suitability of household members and viewing the policies, procedures and the children's records.

p.2

who attend. This is good

Every day, after their outing in the community, children choose whether to play indoors or in the garden. The childminder plays alongside. She introduces mathematical language, such as, 'more' and 'less' as children scoop sand in the outdoor mud kitchen. Children practise writing skills as they paint, draw and freely chalk on the ground outdoors. Children are keen to investigate, concentrate well and persevere at tasks, which are useful traits for future learning. The childminder uses information from her observations, children's parents and other settings they attend to plan what each child needs to learn next. Some craft activities enable children to explore a range of cultures. For example, children print hearts for Valentine's Day. However, the best resources to support the intended learning are not always clearly identified when planning. As a result, although happily occupied during craft activities and enjoying the sensory experience, children are

p.3

who attend. This is good

not always learning at the highest level. Parents are well-informed of their child's progress. They receive photographs, written observations and regular summaries of their child's progress on email. These show where their child fits within the expected level of development for their age.

p.3

good

Children demonstrate a clear sense of emotional security as they relate well to each other and the childminder. They also demonstrate good self-help skills. For example, two-year- old children persevere at tasks, such as putting on their slipper socks. They develop a sense of responsibility and an awareness of safety, as they pick up the fallen jigsaw pieces so no-one slips. Children develop a good understanding of how physical exercise fits into a healthy lifestyle. They practise balancing and climbing skills on equipment at the local park. They choose to play outdoors in the garden, where they help themselves to an increasing range of outdoor toys. However, there is scope to further improve planned learning opportunities for children when playing outside. Children sit safely at the kitchen table, and talk about healthy eating as they eat snacks and meals brought from home.

p.3

provision is good

The childminder effectively meets the requirements of the Early Years Foundation Stage. She makes daily safety checks and maintains accurate records to keep children safe. She demonstrates a clear knowledge of how to work with other agencies to protect children. The childminder seeks the views of parents and children and reflects on her practice to make continuous improvements. She expands her professional knowledge and understanding of childcare in a wide range of ways. The childminder works closely with parents, other settings that children attend and other agencies to support children's learning. Parents' comments and their feedback forms indicate they are happy with their children's progress. The childminder skilfully tracks children's progress and is able to identify exactly where children are making less obvious progress. This enables her to plan challenging experiences to close any gaps in their learning.

p.3

Setting details

Unique reference number EY319738 Local authority Lancashire Inspection number 999034 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

p.4

Telephone number

The childminder was registered in 2006. She lives in Garstang, Lancashire. Most of the ground floor and the rear garden are used for childminding. The childminder operates all year round, from 7.30am to 6.30pm, Monday to Friday, except bank holidays and family holidays.

p.4

Telephone number

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.

p.4

Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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, safeguarding and child protection.

p.4

Telephone number

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’.

p.5

Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

p.5