Blackburn, Yolanda

Inspection report for early years provision

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Unique reference number EY426564 Inspection date 11/10/2011 Inspector Janet Singleton

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Type of setting Childminder to 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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, 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.

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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Introduction

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the registered early years provision. ‘Early years provision’ refers to provision regulated by Ofsted for children from birth to 31 August following their fifth birthday (the early years age group). The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and welfare, known as the Early Years Foundation Stage.

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Introduction

The provider must provide a copy of this report to all parents with children at the setting where reasonably practicable. The provider must provide a copy of the report to any other person who asks for one, but may charge a fee for this service (The Childcare (Inspection) Regulations 2008 regulations 9 and 10).

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Introduction

The setting also makes provision for children older than the early years age group which is registered on the voluntary and/or compulsory part(s) of the Childcare Register. This report does not include an evaluation of that provision, but a comment about compliance with the requirements of the Childcare Register is included in Annex B.

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Introduction

Please see our website for more information about each childcare provider. We publish inspection reports, conditions of registration and details of complaints we receive where we or the provider take action to meet the requirements of registration. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Description of the childminding

The childminder was registered in 2011. She lives with her husband and two children aged nine and three years in the area of Padiham. The whole of the ground floor and one bedroom of the property is used for childminding purposes. There are two secure, fully-enclosed gardens available for outside play. The childminder is able to take and collect children from local schools and pre-schools. The family has a pet cat who predominantly lives outdoors.

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Description of the childminding

The childminder is registered to care for a maximum of five children under eight years at any one time, of whom no more than two may be in the early years age range. There are currently three children attending who are within the Early Years Foundation Stage, all of whom attend on a part-time basis. The childminder also offers care to children aged over five years. She is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. She has a National Vocational Qualification (NVQ) Level 4 in Childcare, learning and development. She receives support from the local authority. The childminder is a member of the National Childminding Association and local childminding network.

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The overall effectiveness of the early years provision

Overall the quality of the provision is good.

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The overall effectiveness of the early years provision

The childminder promotes children's welfare, learning and development to enable children to make consistently good progress towards the early learning goals. All required policies and procedures for the good management of the setting are in place and maintained effectively. Partnerships with parents are outstanding and links with other agencies are good. Space is organised effectively and most resources are in place providing an inclusive environment. The childminder is highly positive about her self-improvement and has an outstanding approach to the continuous improvement of her provision.

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further?

To further improve the early years provision the registered person should:

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further?

 further develop the good observation and assessment procedure to include the evaluation of the activity in meeting children needs to enable activities for children to be monitored regarding their effectiveness.  build upon the good resources in place to include more flexible resources that can be used in many different ways to further facilitate children's play and exploration, for example, fabrics and natural items. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

The arrangements for safeguarding are good and all adults in the home have been suitably vetted to be in the presence of children. Supporting policies and procedures to safeguard children are in place and are very well maintained. The childminder is confident of the action to take and has all details should she have the need to report any concerns to the appropriate agencies. She has a good understanding of the Early Years Foundation Stage to enable her to plan for children's individual needs. The good observations and comprehensive learning journeys in place enables the monitoring of children's progress towards the early learning goals. This approach to children's learning and development ensures they are making consistently good progress considering their age, starting points and capabilities. Resources which support children's progress are in place and the environment is extremely warm and welcoming. The lovely range of toys and

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the early years provision

equipment are all within reach and ensure that all children are included and supported. Good planning of the home environment includes the areas of continuous provision, for example, numbers, mark making, construction and role- play. The children are able to choose from the wide range of resources, however, more flexible resources that could be used in many different ways, such as fabrics and natural items are limited.

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the early years provision

All children are included and their individual needs are planned for. Through the exceptional information gained from parents and their inclusion in their child's assessment, children are involved and included. Children learn about diversity as they take part in celebrating the festivals of others and their own. They attend toddler groups and mix with children and families of the local community as they build a sense of their own culture. Partnerships with parents are outstanding as the childminder has built highly positive relationships. They contribute to their children's assessment and are able to give their views of the setting, through questionnaires or the suggestion box. Daily communication books and discussion ensure that a superb flow of information regarding the child is taking place. Partnerships with others are established with the sharing of meaningful information. The childminder has a clear and achievable plan for improvement

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the early years provision

through the completion of a detailed and reflective self-evaluation form. She is realistic and constantly challenges herself to improve the service she provides. She is a member of the local childminding network and has an outstanding approach and commitment to her continuous development.

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and outcomes for children

Children make good progress towards the early learning goals as they play and learn in a child-centred environment. Their development is planned against the six areas of learning to ensure that planning reflects their individual learning priorities. The good planning in place and the clear links to the six areas of learning mean This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 that children are supported through an all round approach to their development. Planning includes the themes that are currently being worked on and how the activities are expected to meet children's needs. However, the activities are not then evaluated to ensure they are effective at meeting children's needs. The lovely, meaningful learning journeys for each child, including the photographs of the activities they have undertaken, are shared with parents and their comments regarding their child's progress are sought.

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and outcomes for children

Children are happy, secure and enjoy their time at the childminder's house. They smile and giggle with the childminder as they respond with physical gestures when playing the musical instruments, such as, the xylophone. The baby becomes more animated as she bangs the instrument making a musical noise as she makes connections in her learning. They respond with smiles as the childminder praises them with lots of "well done" and "good girl/boy" as they play. The younger child babbles and gurgles, communicating great pleasure as the childminder shakes the rainmaker, consisting of colourful beads in a tube. The child shows her enjoyment and delight by smiling and moving her body in excitement as the beads rattle and roll in the tube. Children enjoy their walks to park and visits to other play areas, this means they experience the outdoor and natural world as well as developing their physical skills. Through attendance at toddler groups they learn to mix and

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and outcomes for children

socialise, making friends, sharing and taking turns. They learn to keep themselves safe as the childminder explains how she manages their exploratory impulses and manages their risk taking with them, for example, when climbing and exploring the outdoors.

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and outcomes for children

Children feel safe and seek the support of the childminder as they readily and confidently move through the home making choices from the resources available to them. They show through their body language and by exploring the environment, their secure attachment to the childminder. They take an interest in their hygiene because the childminder talks about good health and healthy foods, reminds them about washing their hands and encourages them to attend to their own needs in the bathroom. They learn about looking after their environment and not being wasteful as they take part in the recycling of materials. They develop their information and communication skills as they access the computer and develop those skills for the future. The opportunities children experience enables them to develop attitudes conducive to learning as they are valued and respected, becoming independent and inquisitive learners. Overall, children play and learn in

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and outcomes for children

an inclusive and calm environment which is conducive to them making consistently good progress in their learning. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex A: record of inspection judgements

The key inspection judgements and what they mean

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Annex A: record of inspection judgements

Grade 1 is Outstanding: this aspect of the provision is of exceptionally high quality Grade 2 is Good: this aspect of the provision is strong Grade 3 is Satisfactory: this aspect of the provision is sound Grade 4 is Inadequate: this aspect of the provision is not good enough

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children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

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Early Years Foundation Stage

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 2 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 2 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 2 The effectiveness of the setting’s engagement with parents and carers

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Stage

The quality of the provision in the Early Years Foundation Stage 2

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Stage

The extent to which children achieve and enjoy their learning 2 The extent to which children feel safe 2 The extent to which children adopt healthy lifestyles 2 The extent to which children make a positive contribution 2 The extent to which children develop skills for the future 2

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Stage

procedures set out in the guidance available from Ofsted’s website: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

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Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

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