Childminder in Blackburn with Darwen

Inspection date

Previous inspection date 20/05/2013 29/03/2011

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early years provision

This inspection: 3 Previous inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 Children feel safe and secure with the childminder as they share close and caring relationships and benefit from familiar and consistent routines.  Children's individual care needs are met by the childminder as she takes care in getting to know them in partnership with their parents.  The childminder ensures that children are kept safe by assessing and minimising risks to the premises and on outings. She understands how to promote the safety and welfare of the children in her care.

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It is not yet good because

 The childminder does not implement a fully effective monitoring, observation and assessment process to ensure further challenge and extend children's learning and development.  Children's preferred learning styles and future learning needs are not always identified to ensure future activities are presented more effectively to engage them.

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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 activities in the designated playroom.

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Inspection activities

 The inspector spoke with the childminder at appropriate times during the inspection and while observing children.

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Inspection activities

 The inspector looked at children's learning records and a selection of policies and procedures.  The inspector took into account the comments recorded by parents.

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Information about the setting

The childminder was registered in 2002 and is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, adult child and two children aged 14 and four years in the Blackburn area of Lancashire. The ground floor designated playroom and bathroom are used for childminding. The outdoor area is not used, but children are taken out to toddler groups, parks, playgrounds and soft play centres.

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Information about the setting

The childminder is able to drop off and collect children from the local schools and pre- schools. There are currently three children on roll, two of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7.45am to 5.30pm, Monday to Friday, except for family holidays.

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must:

 improve the use of ongoing observation and assessment to more rigorously track and monitor children's progress, and use this to plan future learning experiences which are challenging and are fully matched to children's learning needs.

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

 extend identification and planning of activities to effectively present and further engage children, incorporating their preferred learning styles, across all areas of learning.

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who attend

Children are making satisfactory progress towards the early learning goals and are working within the typical range of development expected for their age. The childminder has some understanding of how children learn. However, she does not implement a fully effective observation and assessment process to offer further challenge and extend children's learning and development. She observes children to find out about their immediate interests and knows which activities they enjoy. Children's preferred learning styles and future learning needs are not always identified to ensure future activities are presented more effectively to engage them in all areas of learning. The childminder plans the learning programme from the information gathered from parents on entry to the childminder's care. Each child has an individual profile and learning journey. The childminder has satisfactory knowledge of how to teach children and about every child's

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who attend

needs and their current learning stages. Relationships with parents are positive and contribute to meeting children's needs. The childminder discusses children's routines and activities on a daily basis with parents and sends home activities to share learning. This practice ensures that she can provide appropriate experiences. As a result, children make satisfactory progress in their learning.

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who attend

The childminder plans opportunities so that children can socialise at toddler groups and meet with other people in their local community. For example, they go shopping, attend soft play centres and walk to the parks. As a result, they learn about the world and become familiar with different people and places.

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who attend

Children form relationships with the childminder and explore their environment with support from her, for example, when moving and rolling about. They pull themselves up to standing and bounce up and down while standing holding the childminder's hands. Children become confident and self-aware. They point, use their voice and actions to make requests and enjoy playing peek-a-boo. The childminder praises, supports and encourages the children during their play so they feel pride in their actions, such as when shaking the rattles. Therefore, children feel good about themselves and are confident and comfortable to make choices and explore.

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who attend

Children develop some communication and language skills as they listen to what the childminder is saying, and they repeat some single words. Children imitate and improvise actions they observe when they move their bodies. The childminder talks to children all the time, engaging them as they stand to rock from side to side, clap and wave their hands, shake the rattles and bang the toys to activate sounds. Children show an interest in the musical and noisy toys, banging hands on top of the jingle bells and rattles. The childminder activated the texture cube to play music so children could bounce up and down to the music, learning rhythm and to be physical. They use their senses as they put rattles and teething rings into their mouths. Children squeal with delight when seeing themselves in the mirror on the activity cube, learning about themselves.

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

The childminder is sensitive in supporting children to form strong emotional attachments, providing a firm base to promote their personal, social and emotional development. She knows the children well and they benefit from a secure and caring environment. Consequently, their emotional well-being is satisfactorily promoted. Children are comfortable and relaxed with the routines and rhythms of the day. For example, they know when it is time for something to eat and drink and when it is time for a sleep. As a result, they feel secure and content. Children respond to the positive interaction from the childminder as she praises their achievements. They are provided with resources and experiences which satisfactorily support their learning through play, and they enjoy their time at the childminder's home. Children's self-help skills are emerging as they select toys from the boxes around their play area. They learn some social skills as they meet with

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

other children and adults at the toddler groups and in their community. This helps to prepare young children for the transition to pre-school and to feel settled in the childminder's care.

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

The childminder is consistent in the way she approaches behaviour management. As a result, children develop their self-esteem and they feel good about what they do. The childminder is a good role model and helps children to understand what acceptable behaviour is. She is calm in her approach and children behave well. The childminder involves parents in any issues and supports them to manage any difficulties in the child's home. She ensures children's health needs are generally well met through regular exercise in the fresh air. For example, they walk and enjoy taking part in active play. They use large equipment at the park and the soft play centres.

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

Children are safe, warm and comfortable and can play, relax and eat according to their individual routines. The childminder provides healthy snacks and ensures she is clear about children's dietary needs. Children feel safe in the home and the childminder talks to them about safe practices. They know not to run around inside and to tidy away toys when they have finished with them. Children learn about safety when out in the community. They hold the childminder's hand when walking near roads. As a result, children learn about taking risks and are gaining an understanding about keeping safe. Parents comment positively about the service provided and transition into the setting. They feel that children's placements have enabled them to return to work. Children have settled and are made to feel part of the family. They comment that the childminder is flexible and understanding. As a result of positive relationships with parents, children's

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

care and well-being are generally enhanced.

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provision

The childminder demonstrates some understanding of promoting children's learning and development through play and enjoyable activities. However, her understanding and knowledge of the learning and development requirements is less secure, particularly in relation to planning and identifying children's future learning to help them progress to the next stage of learning.

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provision

The childminder has satisfactory understanding of her responsibilities under the requirements of the Statutory Framework for the Early Years Foundation Stage. She is experienced and has been caring for children for a number of years, and is confident in meeting all welfare requirements, such as keeping records of children's details and holding a current first aid certificate. Safeguarding policies and procedures are in place, and the childminder is aware of her role and responsibilities in protecting children from harm. She has completed the required training in safeguarding and ensures that the premises are safe and secure, which means children's safety is promoted.

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provision

The childminder is committed to further improvement of the service she provides. She has met the actions and recommendations from the previous inspection, showing a willingness to improve. She is aware of the need to enhance her knowledge and skills in monitoring the educational programme and promoting further the planning, observation and assessment requirements. She is receiving support from her local authority quality and improvement officer to help with this in a timely manner. Self-evaluation targets improvements, and the childminder is aware of her own strengths and the areas to improve.

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provision

Relationships with parents are positive and they are aware that they can look at their children's learning records at any time. The childminder understands about sharing information between settings when children attend more than one provision, and she has developed links with local childminders for support.

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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 EY103110 Local authority Blackburn Inspection number 819492 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 3

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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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