Ughratdar, Yasmin

Inspection date

Previous inspection date 13/06/2013 25/01/2011

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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 are cared for by the warm and caring childminder. As a result, children are settled, secure and happy, thus, promoting their emotional well-being.  The childminder effectively supports children's communication skills for bi-lingual children in both their home language and English, as they develop their language structures and build their vocabulary.  Parents have regular opportunities to support their child's learning by contributing to their children's assessment and engaging in discussions about their development.

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It is not yet good because

 Children's learning needs are not maximised because planning and observation are not used effectively to extend children's learning and successfully plan activities matched to their needs.  Planning of the home does not always allow for children to make independent choices regarding toys and equipment or choose resources that allows them to enhance their own play.  The information gained from evaluation of the childminder's practice is not used to target clear plans for improvement to ensure the continuous improvement of her practice.

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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 compulsory part 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 lounge and dining room, including viewing the resources and equipment to support the activities provided.

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Inspection activities

 The inspector spoke with the childminder and parents at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at the records kept and viewed a selection of policies, procedures and children's records.

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Information about the setting

The childminder was registered in 2010 and is on the Early Years Register and the compulsory part of the Childcare Register. She lives with her husband, who is her assistant, her parents and her two children aged nine and 13 years in a house in Blackburn. The whole of the ground floor and bathroom on the first floor are used for childminding. The childminder takes children to the local park as she has no facility for outdoor play at home.

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Information about the setting

The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently four children on roll, all of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Children and Early Years.

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must:

 use the information gained from the observation and assessment of children's learning to consistently inform planning and shape learning experiences for each child, matched to their identified next steps to further their learning.

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

 provide further open-ended resources and make them more readily accessible, in order for children to decide how they wish to use them and therefore, enhance their own play

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

 review and improve the evaluation of the childminding practice to ensure information gained is used to target plans for improvement.

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who attend

The childminder has a sound understanding of the learning and development requirements to meet children's overall needs. She provides a reasonably varied range of activities according to the children's interests, needs and wishes. These suitably capture children interests and help them make steady progress within the development milestones for their age. The childminder gathers personal information from parents about what their child can do, using this information as their starting point. She completes observations and assessments on children's development and progress. However, she is not fully utilising this information to inform future planning, in order for her to match activities to children's individual needs and shape their learning experiences reflecting these observations, in order for them to make better progress. The childminder has completed the progress check for children aged two years and provides parents with a summary of their children's

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who attend

progress against the prime areas of learning. Additionally, completion of this check allows for early identification of any future support children may need, in order to close gaps in their learning and development.

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who attend

The childminder effectively supports children's language skills as she talks to them as they play. Consequently, children are confident talkers and readily use their language to organise their thoughts. Additionally, the childminder supports children's language skills, both in their home language and English. The childminder ensures children access books and are able to develop their early reading skills. Through linking with the local children's centre, children are able to mix and socialise as they effectively develop their personal and social skills. They delight in riding wheeled toys and accessing climbing equipment as they manage their physical skills. By playing catch and associated ball games, the childminder helps children to develop their hand and eye coordination necessary for their early writing skills to develop. The childminder introduces counting as children play, she introduces shapes and colours, so that they are able to learn about mathematics. Children develop

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who attend

skills in communication and technology as the childminder supports them in using early computers and programmable toys. During art activities, children develop their imagination and creative skills in a fun and enjoyable manner. Additionally, children are being prepared for the next stage in their learning.

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who attend

The childminder shares information regarding children's needs with parents through the daily discussions. She works well with parents and ensures their children's next steps are discussed with them. As a result, a consistent approach to children's learning is in place to support their overall development. The childminder is working in engaging all parents in supporting their children's learning. Consequently, children's learning and development is satisfactorily progressed.

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

Children form positive relationships with the childminder in a homely environment where they feel safe and secure. The childminder is very warm and caring, resulting in children's emotional well-being being supported. Consequently, children are confident and happy learners when with her. By following children's individual routines and linking with parents, she maintains an individual approach to their care. For example, the childminder promotes children's own cultures within her home, linking with their parents to ensure that they feel valued and their self-esteem is promoted. Additionally, routines support children's feelings of security as they learn that some things stay the same. Also, they begin to understand the passage of time. Children enjoy home-cooked food and through the promotion of their personal hygiene skills, such as hand washing, they begin to understand the importance of healthy lifestyles. Additionally, the childminder provides for children's physical development as she

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

takes them for walks and to the park where they learn to manage risks. They make friends as they attend other groups and learn to mix and socialise. Children demonstrate appropriate behaviour and listen to the childminder as she asks them to come and sit for their lunch. Consequently, children are learning to keep themselves safe and are suitably prepared for their next stages in their learning and transition onto school. Although, children play in a welcoming and safe home, resources to support and extend their learning are not freely available to enable them to decide how they wish to use them and to further enhance their own play. For example, children do not have enough access to resources that are open-ended, so that they can explore and build on their own play.

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provision

The childminder has a clear understanding of her role and responsibilities with regard to the safeguarding and welfare requirements of the Statutory framework for the Early Years Foundation Stage. She has in place all required documents to support her practice and keep children safe. For example, the childminder completes written risk assessments and her safeguarding policy is robust. The childminder has undertaken some further training and support is sought from the local authority to improve her knowledge, skills and practice. However, the evaluation of her provision is not robust enough to clearly target any identified plans for improvement. As a result, identified issues are not being fully addressed to improve the practice to ensure the continuous improvement of her practice.

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provision

The childminder understands how children learn and provides activities that children enjoy and are successfully engaged in. However, the information from the observation and assessment of children's learning is not used effectively to consistently support the planning for their next steps in their learning. As a result, children are making steady progress towards the early learning goals.

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provision

Partnerships with parents is a strength of the provision. The childminder involves parents and carers in the identification of their child's needs. All contractual arrangements are agreed and all parental consent forms are in place. She speaks daily with parents regarding their child's time with her, to keep them fully informed and updated. Parents provide verbal feedback and in discussion, are very pleased with the care and education their children receive. The childminder is aware of the need to make links with the other providers or professionals, such as the local pre-school, should a child in her care attend one.

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The Childcare Register

The requirements for the compulsory 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 EY406786 Local authority Blackburn Inspection number 922729 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 4

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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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