Rees, Ann

Inspection date

Previous inspection date 3 March 2015 16 July 2009

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This inspection: Good 2

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

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This inspection: Good 2

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

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This inspection: Good 2

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

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This inspection: Good 2

The setting meets legal requirements for early years settings

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This provision is good

 The quality of teaching is good. The childminder provides a broad range of well- planned learning experiences suitable for the age and stage of development of children in her care. As a result, all children make good progress from their starting points.  The childminder provides a welcoming and homely environment. She establishes warm and secure relationships with children, so they have a strong sense of security and belonging. Effective care practices support children's emotional well-being, therefore, children are confident and self-assured.  The childminder effectively supports children to develop their independence and self- care. Therefore, when the time comes, they are well prepared for the next stage in their learning, including school.  Safeguarding procedures are good and the childminder has a clear understanding of her responsibilities. This ensures that children's welfare is protected and they are kept

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This provision is good

safe.  Partnerships with parents are good. They contribute to the assessments and are kept very well informed regarding children's progress. This shared approach effectively supports children's learning, development and well-being, both in their own home and in the childminder's care.

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It is not yet outstanding because:

 There are sometimes missed opportunities to gather information from parents to support further improvements in the childminder's already good practice.

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What the setting needs to do to improve further

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

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What the setting needs to do to improve further

 enhance the already very honest and critical evaluation of practice by developing the opportunities to consider the views of parents.

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Inspection activities

 The inspector observed activities and the quality of teaching.  The inspector checked the suitability of adults living in the household.  The inspector read the childminder's self-evaluation document and held discussions with her throughout the inspection.  The inspector carried out a joint observation with the childminder.  The inspector looked at children's assessment records and planning documentation.  The inspector took account of the written views of parents.

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who attend. This is good

The quality of teaching is good and children are well supported in all areas of learning indoors and outside, including while children are on local walks. Children have free access to a wide range of age-appropriate resources. These are stored at low level to allow children to choose toys and equipment that interests them. Consequently, all children, including those from different groups, consistently make good progress in their learning and development. The childminder provides a range of learning opportunities based on children's interests. For example, when children express an interest in playing at being shopkeepers, they are taken to the local market. She provides children with pictorial shopping lists, and supports them to purchase the items. This skilfully enhances children's critical thinking, mathematical development and understanding of the world. There is an effective two-way flow of information which supports children's learning in the setting and

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who attend. This is good

at home. Assessments are accurate and timely; therefore, early intervention can be sought if necessary.

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good

The children enjoy close, supportive relationships with the childminder. She praises children and builds their self-esteem. As a result, children are confident and self- motivated. The environment is stimulating, well resourced and welcoming, which supports children's all-round development and emotional well-being. Children learn how to assess risk and keep themselves safe as they are reminded about safety. For example, babies are shown how to climb on and off chairs safely, and older children always use the green cross code on local walks. Children develop self-help skills, appropriate to their age and stage of development and independently follow good hygiene routines. Children's independence is well supported as they choose activities in the bright and homely environment. Therefore, they are ready for the move to school when the time comes. Children are provided with healthy, nutritious, home-cooked meals, such as cottage pie

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good

and vegetables, followed by fresh fruit and water or milk to keep them hydrated. This supports children's good health and well-being.

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provision is good

The childminder has a good understanding of the Early Years Foundation Stage requirements and how to protect and safeguard children. The childminder engages in a programme of professional development. This training impacts positively on her already good practice. For example, she attended training in relation to enhancing the outdoor learning environment. As a result, she supported children to develop a dinosaur mountain and large-scale posters depicting paintings of dinosaurs. The childminder engages in a process of critical and accurate self-evaluation and targeted improvement. However, she does not always consider the views of parents in the evaluation of her practice.

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Setting details

Unique reference number 307931 Local authority Lancashire Inspection number 867777 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

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Name of provider

Date of previous inspection 16 July 2009

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Telephone number

The childminder was registered in 1992 and lives in Clitheroe, Lancashire. She operates all year round from 8.30am to 5.30pm, Monday to Friday, except bank holidays and family holidays.

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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.

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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.

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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’.

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Telephone number

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

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