Childminder in Blackpool

Inspection date

Previous inspection date 25/04/2013 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable 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

 Children are enthusiastic and confident learners who self-select from a wide range of resources. They enjoy well-planned activities which derive from their interests.  The childminder promotes children's early communication and language skills well. She uses clear speech and repetition during children's play to reinforce developing language.  Children learn to take appropriate risks during physical play as the childminder encourages and supports them to keep trying with challenging tasks.  The childminder's prior experience in early years work impacts positively on the setting. Children receive a broad range of experiences to help them progress towards the early learning goals.

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It is not yet outstanding because

 The daily diaries provided for parents describe what children have been doing during the day, but do not give specific information about how children are progressing in their learning, to help parents continue children's progression towards excellence at home.  Resources to support children's highly developing knowledge of people's similarities and differences in the wider world are few in number and do not always promote their understanding as well as possible.

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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 engaged in activities with children.

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Inspection activities

 The inspector spoke with the childminder at appropriate intervals throughout the inspection.

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Inspection activities

 The inspector examined children's learning records and enrolment forms, and took account of parents' written comments.

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Inspection activities

 The inspector examined a range of organisational records, for example, first aid certificates, fire safety information and the safeguarding procedures.

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Information about the setting

The childminder was registered in 2012 on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. She lives with her husband and their two children aged eight and four years in Marton, Blackpool, close to local shops, parks and schools. The whole of the ground floor is available for use, along with the bathroom and children's bedroom upstairs. There is an enclosed outdoor area available for play.

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Information about the setting

The childminder works with another childminder on the premises. They operate all year round from 7.30am to 6pm, Monday to Friday, except Bank Holidays and family holidays. There are currently six children on roll, four of whom are in the early years age group. The childminder is able to take and collect children to and from local schools and pre-schools. She holds a diploma in childcare and education and is a member of the Professional Association for Childcare and Early Years.

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

 enhance the information given to parents about how their children are developing, to enable them to continue their children's learning at home

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

 develop further the resources available to children to support their understanding of people's similarities and differences in the wider world.

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who attend

The childminder offers children a broad range of activities to support their development across all seven areas of learning. She has organised the resources to good effect and children enjoy independently choosing toys to play with from the low-level storage. They freely move between activities and enjoy outside play in the garden in all weathers. Children's starting points are established with parents at the onset of care. Planning effectively covers all seven areas of learning and includes children's interests so that they are eager to participate in the activities provided. Children are making good progress in their learning and development because the childminder effectively uses observations to inform future planning and identify their next steps in learning. She is aware of the need to provide parents with a progress check for their children when they are between two and three years old. Daily diaries keep parents informed of their children's care routines

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who attend

and some aspects of their ongoing development; however, more specific detail is not always offered to enable parents to support their child's learning at home even more effectively.

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who attend

The childminder promotes children's early communication and language skills well. She uses clear speech and repetition during children's play to reinforce developing language. She encourages children to think by asking them open-ended questions, such as, 'where could we look for birds?' The childminder promotes early mathematical concepts effectively. For example, she uses words such as 'big' and 'small' when helping the children to make shapes from play dough. She introduces children to number and positional language when she plays 'high five' and 'low five'. Children delight in the game and ask for it over and over again. Children thoroughly enjoy role play and use their imagination well. For example, they dress their 'babies' with real nappies and take them for walks.

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who attend

Resources are of generally good quality and meet children's interest, age and stage of development. Enhancements are provided to develop children's individual interests. For example, a magazine is added to the garage and cars area to extend a child's interest in vehicles. However, there are few resources or positive images to support children's understanding of diversity and so opportunities are missed to help them learn about the similarities and differences between people in the wider world.

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

Children are happy and secure in the childminder's care because she is warm and friendly and responds to their needs. Her positive approach and frequent use of praise and encouragement promotes children's confidence and behaviour effectively. Children talk animatedly about their family life and the childminder supports them in recalling special events, like a day trip to the zoo or going swimming. The childminder effectively meets the needs of each new child and their parents by gathering detailed information about each child's care needs during flexible settling-in sessions. As a result, new children settle in very quickly and the transition from home to the setting is smooth.

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

The childminder offers a bright and attractive environment in which children can play safely. The play space is equipped with good quality and accessible resources which are stored at a low level, enabling children to choose what they want to play with. Children enjoy listening to a story in the cosy area she has created under the stairs.

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

Children enjoy healthy meals and snacks which are freshly prepared and take into account their individual dietary requirements. Posters display fruit and vegetables, and role play items allow discussion about making healthy choices. Children are encouraged to develop their self-care skills as they begin to develop their independence in feeding themselves and drinking when thirsty. The playroom has direct access to the garden and children play out every day, in all weathers. They are learning new physical skills and are beginning to take measured risks when they bounce on the trampoline and slide down the slide, with the support of the childminder. Consequently, they are becoming active, enthusiastic learners, which will help them when they move on to school or the next stage in their learning and development.

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provision

The childminder and her co-childminder work very closely together on all aspects of their provision. The childminder ensures the environment is safe. Detailed written risk assessments identify all potential risks and how they have been minimised indoors, outdoors and on trips. The childminder visually checks the premises prior to children arriving to ensure that safety measures, such as stairs gates, are in place. The childminder has a good understanding of child protection issues. She is familiar with potential signs and symptoms of abuse and neglect, and knows how to take concerns further if necessary.

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provision

The childminder has an early years qualification and a wealth of experience in providing care for young children. Consequently, her knowledge of the learning and development requirements is strong. This ensures children receive a broad range of experiences to help them progress towards the early learning goals. Monitoring of the educational programme is, generally, very effective. As a result, the childminder has a clear understanding of children's abilities and progress. She is aware of how to offer additional support to individual children if they are not progressing as expected, in relation to their starting points. She can sign post parents to sources of support and work in partnership with health professionals to meet each child's individual needs.

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provision

Both the childminder and her co-childminder are reflective and keen to develop their practice. They work closely with the local authority and are members of the Professional Association for Childcare and Early Years. They have begun to build partnerships with other local settings and schools and have evaluated their service, identifying areas for development. For example, they are developing an information pack and devising a questionnaire for parents to gain their views of the setting. They plan to offer parents one-to-one meetings to discuss the progress their children are making in more detail. Both childminders have made good progress in developing their setting. Parents comment very positively, for example, 'they monitor her development which we are very happy about, most days my child doesn't want to leave'.

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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 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. 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 is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

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Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not met The provision has no children on roll. 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 EY453739 Local authority Blackpool Inspection number 890647 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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Name of provider

Date of previous inspection not applicable

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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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