Childminder in Blackburn with Darwen

Inspection date

Previous inspection date 25/06/2013 28/06/2010

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early years provision

This inspection: 2 Previous inspection: 2 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

 The learning programme for communication and language is very effective and supports children's listening, speaking and language skills and enables them to be practised as children chatter to each other and the childminder.  Children make good progress in their learning because the childminder completes detailed observations and accurate assessments on them. This results in clear and targeted next steps being identified in order to plan for children's individual learning needs.  Good relationships with parents help children to make good progress. As the childminder works hard to ensure there is a joint approach to children's learning and development and to promote the importance of home learning.  The educational programmes provide children with a wide range of interesting and challenging activities to support their learning. As a result, children's learning is effectively promoted.

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It is not yet outstanding because

 Occasionally, opportunities for children to experiment with numbers and become familiar with numerals in order to strengthen their interest in numbers and number recognition, are not maximised.  There is scope within the environment to extend opportunities for children to view mark, signs and symbols and talk about what they represent.

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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 dining room, viewed the resources and viewed equipment available for the children to support the activities provided.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the inspection.  The inspector walked with the childminder on the school collection.

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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 1979. She is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and one adult son in a house in Blackburn and uses the ground floor of the home and enclosed garden for her childminding. She attends a childminder group and the local children's centre. She visits the local shops and park on a regular basis. She collects children from local schools and pre-schools.

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Information about the setting

There are currently 10 children on roll, of whom four are in the early years age group and attend for a variety of sessions. There are six school-age children, who attend before and after school. The childminder is open all year round from 7.15am to 6pm Monday to Friday, all year round, except for family holidays. The childminder is a member of the local childminding network group and receives support from the Early Years Development and Childcare Partnership.

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

 consider the opportunities to enhance the good practice for all children in supporting the programme for mathematics; by reviewing the use of number labels and number lines to further children's understanding of mathematics and provide further opportunities for them to explore and experiment with numbers

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

 strengthen opportunities for children to view marks, signs and symbols to further their interest in writing and talk about what they represent.

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who attend

The childminder is secure in her knowledge of the Statutory framework for the Early Years Foundation Stage. Consequently, children are actively engaged as they take part in a wide variety of challenging and exciting experiences to take them to the next level in their learning. As a result, children make good progress considering their starting point and age and stage of development. The childminder supports children in their learning and development as she clearly identifies and plans for their individual needs and their next steps in their learning. Assessments are clearly linked to the areas of learning and used to inform the individual planning for each child. Information from parents is sought and used to provide a full picture of children's development. Additionally, the progress check at age two, ensures children's progress is tracked and early intervention sought if necessary. This means any gaps in children's learning are identified and planned for to tackle any

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who attend

weaknesses. The childminder monitors the educational programme to ensure that she promotes all areas of learning in a stimulating and challenging way. As a result, children are continually challenged and supported in their learning and development.

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who attend

Children are engaged and motivated as the childminder provides a broad range of activities to support all areas of learning. For example, the hairdressing activity promotes children's communication, imagination and social skills in working with other children. Through well-planned outdoor activities, and drawing and writing activities, children develop their hand and eye coordination, and physical skills in readiness for school. Children learn to concentrate as they take part in focused activities, such as the topics on the fish and the sea, finding out about the world around them. They delight in using tablet computers and laptops as they develop their information and communication and technology skills. Therefore, children's thinking is extended and new skills are constantly being developed. Additionally, children learn to concentrate and complete tasks in readiness for school. There is a sharp focus on developing children's communication and

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who attend

language skills, such as the use of good quality discussion and the use of Makaton to support very young children with their communication. Early reading and a love of books is effectively promoted as the children and childminder snuggle up and delight in reading stories. This helps children to anticipate what might happen and learn to understand storylines. Shapes and colours are introduced as children play as they build their knowledge and recognition skills. However, the use of labels to promote children's interest and enable them to view signs and symbols is less well embedded. Children readily count objects with the childminder and count from one to five with confidence. Although, good opportunities are provided for children to count, the use of numbers as labels for children to explore and experiment with, is less well embedded.

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who attend

The childminder works closely with parents on their children's educational needs and shares the record of their child's learning journey with them. A written summary of their child's development is provided for them. She effectively uses information gained from parents to support children's overall learning and development, both within her provision and at home.

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

The childminder warmly welcomes children into the home resulting in children feeling very safe and secure as she forms strong emotional attachments with them. Children feel confident in making choices because the childminder supports their growing independence. Their emotional well-being is further enhanced as she follows their individual routines to maintain an individual approach to their care. All care routines, for example, children's sleep patterns, potty training and dietary needs are all agreed with parents, resulting in children's emotional well-being being supported. The childminder effectively supports young children's development of their self-help and personal skills as she establishes a strong routine with them. The childminder helps children to manage their own needs by encouraging their personal independence, such as washing hands, managing clothing and feeding themselves, according to their age and stage of

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

development. Consequently, children are sensitively supported to develop those skills necessary for them to successfully manage their own basic hygiene and personal needs in readiness for the next stage in their learning.

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

Children demonstrate good levels of behaviour. This is because the childminder helps children to manage their own feelings and to talk about how they feel. Through setting rules and boundaries, children learn about and are beginning to understand, the behavioural expectation. For example, to listen and to respond positively to instructions in order to keep them safe. This is especially important when walking to and from school. The childminder regularly praises and encourages children therefore, building their self- esteem and confidence resulting in children feeling valued. The childminder provides a healthy diet for the children as agreed with parents. They learn to manage their need for a drink as they access their own drinks of water in order to keep themselves hydrated. Children learn to manage risk as they play outdoors and have opportunities for climbing, running freely and using wheeled toys to support their physical skills. As a result, children

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

begin to understand the importance of healthy lifestyles. Additionally, children develop those skills necessary to aid a smooth transition when they move to other provisions, for example, pre-school and school.

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provision

Arrangements for safeguarding and supervision of children are good. The childminder is aware of her responsibility for reporting any incidents regarding the welfare of children to Ofsted. She has developed the procedures for keeping children safe, for example, when walking children to school she uses wrist straps to secure young children and ensure older children hold the pram until it is safe for them to move away. She has worked with children in developing their listening skills and their responses to instructions, by reminding them to return to a safe distance from her should they venture further along the pathway to school. As a result, children listen and stop when requested, returning to her to hold the pram when asked. Therefore, their safety is addressed and her supervision of children improved when walking to and from the school premises to collect the school aged children. The home is risk assessed and she involves children in discussions about

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provision

safe practices. As a result, children develop a good understanding of their own role in keeping safe. All required policies and procedures are in place and are robust to support children's care and learning. Children are safeguarded on all outings with all risks being assessed and managed. The childminder has a good understanding of safeguarding and knows who to inform of any concerns and of her role in protecting children.

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provision

The childminder uses her secure knowledge of the Statutory framework for the Early Years Foundation Stage to plan for children individual needs. This mean children make good progress towards the early learning goals considering their starting points. Activities provided ensure children take part in exciting and challenging activities that interest them. Additionally, activities cover all area of learning. Through her comprehensive observation, assessment and tracking of the children's progress means their education and development is effectively planned for.

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provision

The childminder has a clear understanding of her strength and weaknesses. She works closely with, and is a member of, the local childminder network group to discuss and identify best practice issues. The childminder has a strong commitment to develop her practice. For example, the childminder has further developed the planning to meet children's individual needs and review all documentation annually. As a result, children continue to make good progress. The childminder has a positive approach to her own professional development. As part of the childminding network, she attends cluster meeting where good practice is shared and discussed. Consequently, her practice is improved for all children. The childminder attends training relating to childcare and works with the local authority on training needs and best practice. This means she is developing her skills in childcare to improve outcomes for all children.

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provision

The childminder has developed good relationships with parents and shares information about their child's day with them. They share what they know about their children before they attend, completing all required consents and documentation to ensure the childminder is aware of their children's needs. Parent are asked to contribute to their child's learning records to obtain a full picture of what the child can do in order to plan for their future learning. Therefore, a consistent approach to their children's learning and development is maintained. The childminder is aware of the need to link appropriately with other providers. The childminder is very open with parents and ensures they are made aware of any issues affecting her practice. She has an effective system in place to work with other settings and external agencies to support children's learning and development and address the need for early intervention.

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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 301576 Local authority Blackburn Inspection number 923276 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 10

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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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