Childminder in Lancashire

Inspection date

Previous inspection date 18 March 2015 4 August 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 childminder has a good understanding of how children learn. She uses the knowledge gained from training and her early years qualification at level 3 to provide children with learning experiences and play opportunities that meet their individual needs well.  The childminder provides children with a vibrant learning environment. Resources are plentiful, varied and well organised. Resources are used effectively by the childminder to enhance learning experiences for children.  Children enjoy warm and affectionate relationships with the childminder. She gives them lots of praise and encouragement. Consequently, children display good levels of confidence and self-esteem, and children are motivated to learn.  The childminder has good knowledge and understanding of her role and responsibilities to keep children safe. She has attended safeguarding training, conducted risk assessments of her home and for outings and has a first-aid qualification.

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This provision is good

 Partnerships with parents are effective. The childminder actively seeks their views about the quality of service she provides. She keeps them fully informed about their children's progress and how they can extend learning at home. Consequently, parents feel involved.  The childminder uses age-appropriate strategies to manage behaviour and ensure children are safe. Therefore, children behave well, have good manners and respect each other.

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It is not yet outstanding because:

 The childminder does not always give children enough time to answer questions.  The childminder does not provide consistent opportunities for children to develop their self-help skills at meal and snack times.

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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

 when engaged in conversations, allow children sufficient time to be able to think and answer, in order to extend their communication and thinking skills even further  extend children's self-help skills during meal and snack times, for example, by involving children in daily tasks, such as, setting the table, preparing food and pouring their own drinks.

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Inspection activities

 The inspector viewed all areas of the premises used for childminding.  The inspector looked at a range of documents, including the childminder's policies and procedures, self-evaluation and the children's development records.  The inspector observed the childminder playing and interacting with the children.  The inspector talked to the childminder and the children at appropriate times during the inspection.  The inspector checked the suitability of the childminder and other adult household members.  The inspector took into account the views of parents, made available by the childminder from feedback and evaluation sheets.

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who attend. This is good

The childminder establishes each child's initial capabilities and starting points, by discussing their individual abilities and interests with their parents. Parents also complete an All about me document for their child. The childminder uses this information, together with her own observations, to plan for children's individual needs. Consequently, activities and experiences provided for children are challenging and motivate children to learn. Children make good progress across all areas of learning. This supports children to be ready for the next stage in their learning, such as the move to school. The childminder interacts well with children and follows their lead in play. For example, children learn about the life cycle of a frog by using toys in the water tray. They then use the toys with the malleable dough to make prints and patterns. The childminder effectively questions children on most occasions, although sometimes she does not allow children sufficient

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who attend. This is good

time to think and answer, to extend their thinking skills even further. However, she does value the importance of supporting children's speech. Children enjoy weekly visits from a communication and sign language teacher.

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good

Children's understanding of leading a healthy lifestyle is promoted. The childminder encourages children to make healthy food choices. Also, children have regular access to the outdoors and attend a variety of community groups. This gives children opportunity to build their physical skills and confidence. However, the childminder does not involve the children in daily tasks in her home, such as, setting the table, preparing food and pouring their own drinks. As a result, children sometimes become restless at the table, because they are waiting for periods of time. Consequently, opportunities for children to extend their self-help skills are not maximised. Children follow good hygiene practices. They access the bathroom and wash and dry their own hands before meals and after completing messy activities. Effective settling-in sessions support children's emotional well-being when they first start to attend.

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provision is good

The childminder has a good understanding of the safeguarding and welfare requirements. This is demonstrated further by her ongoing completion of the childminder portfolio, which highlights her provision and the activities and experiences provided for children. As a result, she is able to identify aspects of her provision that are strong and those that need further attention. The childminder has addressed actions and recommendations raised at her last inspection and with the use of regular self-evaluation, made meaningful changes to her setting. Systems for monitoring children's achievements and supporting the next steps in their learning are effective. The childminder and other adults living at her home are suitably vetted.

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Setting details

Unique reference number EY316940 Local authority Lancashire Inspection number 856823 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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Name of provider

Date of previous inspection 4 August 2009

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Telephone number

The childminder was registered in 2005 and lives in Nelson. She operates all year round from 8am to 6pm, 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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