Bamber, Kathryn

Inspection date

Previous inspection date 23/05/2013 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 very safe and healthy as a result of the safeguarding and welfare requirements being followed.  Children form secure relationships and develop their growing independence because the childminder provides sensitive support.  There is a stimulating, well-organised home to promote all children's learning and development.  Children are very happy, content and secure with the childminder and are progressing well in their learning.

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It is not yet outstanding because

 Babies are not always given time to practise and develop speech sounds to communicate with the childminder to fully support their communication and language development.  There is scope for babies to interact with others and explore new situations outside the home environment, in order to develop relationships supported by the childminder.

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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 playrooms.

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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, planning documentation and a selection of policies and procedures.  The inspector took into account the views of parents from the questionnaires.

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Information about the setting

The childminder was registered in 2012. She is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder lives with her husband and two children aged 14 months and eight years. The premises are situated in the Darwen area of Blackburn. There is currently one child on roll in the early years age range.

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Information about the setting

The whole of the ground floor of the property is used for childminding with access to two dedicated playrooms. There is a bathroom on the first floor and access to one bedroom for any school aged children to play in. There is a rear enclosed yard. The childminder visits local parks and play areas. She is a qualified nursery nurse and has qualifications in childcare at levels 3 and 4. The childminder is open all year round apart from family holidays. Hours are flexible on Monday to Friday from 7.30am to 6pm. The childminder is able to take and collect children from local schools and pre-schools.

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

 extend further the educational programme for communication and language enabling babies to imitate words and sounds and develop speech sounds to communicate with adults

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

 improve the support for babies to make relationships through interactions with others and exploring new situations outside the home environment.

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who attend

The childminder provides a full range of interesting and challenging experiences to support children's learning and development needs very well. Children are happy and content with the childminder and secure with the routines of their day. The childminder has a very secure knowledge of the areas of learning and she plans the educational programmes in line with the seven areas of learning. For example, children can freely access the dedicated playrooms and easily access the toys and equipment that are set up around the rooms. This ignites children's interests and supports their independence skills. There is scope for young children to develop more social skills, to interact more with other children and explore different situations outside of the childminder's home. Children make relationships with the childminder and explore their environment with support from her. They engage with their childminder to achieve a goal. For example, when pulling

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who attend

themselves up to standing and taking some steps holding the childminder's hands.

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who attend

The childminder positively praises, supports and encourages the children during their play. Therefore, children feel good about themselves and are confident and comfortable. Children develop their communication and language skills as they listen to the childminder and observe what she is doing. She talks to them all the time and encourages them to look at pictures and join in with action songs and rhymes. They point and gesture to familiar things. However, babies are not always given time to practise and develop speech sounds to communicate with the childminder to further extend their communication and language development. Children delight when they achieve a task and feel good about themselves when standing up and moving to songs and rhymes. Children are very comfortable and relaxed with the routines and rhythms of the day. For example, they know when they are ready to sleep and when they need a drink. As a result, they feel

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who attend

secure and content. Children imitate and improvise actions they observe when the childminder crawls across the room and claps her hands side during the action rhymes.

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who attend

Teaching is effective and assessment procedures are focused and comprehensive. The childminder plans the learning programme from the information gathered from parents on entry to the childminder's care. Every child has an individual profile and learning journey. The childminder has detailed knowledge of every child's needs and future needs. All children are at their expected level of development. Children are progressing in their learning because the childminder understands how they learn and puts plans in place to monitor and track children's learning. Relationships with parents are effective and make a good contribution to meeting all children's needs. The childminder discusses children's learning and progress with individual parents and the learning records and daily diaries are accessible to them. As a result, effective relationships with parents support children's learning and progression.

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

The childminder is skilled and sensitive to support children to form strong, secure, emotional relationships. She provides a good base to promote their personal, social and emotional development. For example, they respond to positive praise and encouragement from the childminder when they achieve a task. They share their feelings with her when they are happy and excited. They respond to cuddles and reassurance as they look at the picture book. Children explore their play area and begin to learn about safety. They can move confidently and safely in well-planned space. They use safe and appropriate equipment and toys so that they can rest, play and eat in comfort and develop their growing physical skills. Children are reminded to take care and are made aware of safety aspects in the home. The childminder ensures that the furniture and equipment is suitable for children to use and sufficiently sturdy for children to walk around and pull themselves

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

up. As a result, children are well supervised and their safety and well-being is promoted well. Children's behaviour is well managed in a way that supports their level of understanding, through boundaries and positive strategies. The childminder is a good role model and helps children to understand what acceptable behaviour is. Relationships are strong. The childminder uses different voice tones and gives lots of praise and encouragement. She engages the children in cooperative play, so children learn to share, take turns and care for each other.

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

Children develop a good understanding of the importance of their health and well-being. The childminder provides effective opportunities for them to develop independence, physical skills and emotional well-being. Children learn about healthy foods and are provided with a range of healthy meals and snacks. They enjoy active play with music and movement and learn to pull themselves up to standing and take steps when holding the childminder's hands. The home is stimulating with lots of toys and activities which support children's all-round development. The premises are clean and well maintained, with good use of dedicated play space that is creatively organised. All facilities, toys and equipment meet the care and learning needs of the children attending. Children are well supported and prepared for their next stage of learning. The childminder is actively working with children, supporting their development in order to progress their learning and ultimately

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

move on to nursery or school. She knows the children well and plans activities to interest them so they feel valued. The childminder is competent in tracking the children and planning for their future learning needs. There is a sharp focus on the prime areas for young children so they become competent in the key skills for their development. Parents comment very positively and state that they are happy with the service provided. As a result of effective relationships with parents, children's learning, progression and care are significantly enhanced.

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provision

The childminder has a good knowledge and understanding of how to protect and safeguard all children. For example, there are detailed policies and procedures for safeguarding, risk assessments and meeting children's welfare needs. The childminder is aware of what to do and who to contact if there are any safeguarding concerns. The childminder has secure knowledge and understanding of how children learn. She always monitors her routines and planning in order to meet children's learning needs. This ensures that a broad and balanced range of experiences and activities cover all areas of learning. The childminder is sensitive to dealing with any gaps in children's learning that she may identify, and has clear procedures to involve parents and other professionals. Self-evaluation takes into account the views of parents. The childminder is committed to any additional training to improve her existing knowledge of childcare and children's

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provision

learning. She has completed the required training in first aid, safeguarding and the local authority pre-registration workshops and has attended various training workshops. She has experience of working in nurseries and has a level 3 and 4 qualification in children's care, learning and development. She has completed the self-evaluation process and is clearly evaluating the provision and always looking for ways to further improve her practice.

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provision

The childminder recognises her individual strengths and is a good communicator with both parents and children. She is open and honest and has good emotional bonds with the children to support their settling-in. The childminder has clear improvement plans and wants to develop children's social skills. She plans to provide more activities and situations outside the home environment and so develop further their confidence and self- awareness. Partnerships with parents are well established, making a strong contribution to meeting needs. The childminder understands the importance of working in partnership with other providers when the need arises. She has links with the local authority quality improvement officer and welcomes any support in order to keep up-to-date with new initiatives and changes. Good partnership working ensures that children are fully supported and improvements identified, so that no child is

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provision

disadvantaged. Therefore, children continue to access a good quality learning experience that meets all individual needs.

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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 EY451336 Local authority Blackburn Inspection number 913139 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 1

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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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