Childminder in Blackburn with Darwen

Inspection date

Previous inspection date 03/04/2014 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

 The childminder is passionate in her role and her enthusiasm ensures children are well- settled and confident learners.  Systems to assess and plan for each child are comprehensive and reflect the children's individual needs. As a result, children make good progress.  The childminder has a good knowledge of safeguarding procedures. She is clear about procedures to follow should she have concerns about a child and strives to minimise risk. Consequently, children are kept safe.  Relationships with parents are strong and start from the home visits completed by the childminder to get to know the children and families. As a result, this ensures parents are confident to discuss their child's needs with her.

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It is not yet outstanding because

 There is scope to build on the educational programme outdoors, to continue children's very good indoor learning, particularly in mathematics.  Self-evaluation does not include the views of all parents and the older children to identify all areas for improvement.  Children's move onto primary school is not fully planned for, in order to help them to settle-in quickly.

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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 children engaged in play and learning.

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Inspection activities

 The inspector sampled documentation the childminder uses to support her work, such as policies and procedures.

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Inspection activities

 The inspector viewed and discussed the children's learning journeys used to record and track progress.

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Inspection activities

 The inspector spoke to the childminder at appropriate times during the inspection and to a parent when it was convenient.

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Inspection activities

 The inspector checked evidence of the suitability and qualifications of the childminder and her self-evaluation document.

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Information about the setting

The childminder was registered in 2013 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her child aged 10 years in the Bolton area of Greater Manchester. The whole of the ground floor, which includes the downstairs toilet, lounge, kitchen and conservatory, are used for childminding. The childminder attends the local childminding groups and visits the local park on a regular basis. The family has a pet hamster.

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Information about the setting

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 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years and receives support from the local authority.

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

 increase the opportunities for children's learning to be challenged in the outdoor area, for example, by providing a range of mathematical resources

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

 build relationships with schools, in order to provide children with a good start when the time comes to move on

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

 include the views of parents and older children in the self-evaluation process to help identify all areas for improvement.

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who attend

The childminder is knowledgeable about the Statutory framework for the Early Years Foundation Stage and fully understands how to promote children's learning and development through play and carefully planned activities. She gains valuable information about the children and their starting points through offering home visits and settling-in sessions, where she gathers baseline assessments and records children's interests, likes and dislikes with their parents. As a consequence, the childminder offers provision that meets the children's individual needs and follows their interests to ensure they are well settled. The childminder has good systems in place to record children's development and makes detailed observations of the children, assessing their achievements and their progress. Children are happy, confident and secure in her care. This is evident from the warm relationships she has with the children and how they enjoy spending time with her.

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who attend

For example, they play alongside and with the childminder comfortably and younger children enjoy sharing cuddles. The childminder is aware of the importance of including parents in the children's learning and take notes from the conversations they have at collection and drop off to ensure their comments are discussed as part of the children's day.

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who attend

A wide range of activities and resources are offered for the children to use, which promote the seven areas of learning and help to develop the children's all-round learning. For example, children have use of a large range of treasure baskets that cater for all age groups, which are stocked with natural resources and objects found around the home. Children's imaginations are developed as they are able to use resources for different means, for example, they use a till and count out money, which then quickly becomes a telephone to ask for assistance. The childminder is using different techniques to support the children with their learning around mathematics. She has created bottles, which are filled with a variety of foods and liquids, to help children identify colour, number and shape. These resources also help support babies development with listening and touch.

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who attend

Language development is promoted well as the childminder uses a variety of techniques to support the acquisition of the spoken word. She uses repetitive and simple words when talking to babies and allows the older children to speak, repeating their words back to them using correct grammar and pronunciation. A wide variety of books are around the home, allowing children to explore and read. The childminder also points things out around the home using descriptive and expressive words, which the children repeat. The childminder uses every opportunity to develop language, for example, at snack time the children and childminder describe the fruit they are eating using descriptive words; 'look at these lovely big juicy strawberries we have, they are very red.' Children enjoy drawing and making marks and are confident in using writing utensils. They are preparing for the next stages in their learning as the childminder develops their self-help skills and promotes

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who attend

independence. She plans for these developments in preparation for the children moving to school in the next year.

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

The childminder had a thorough knowledge of each child in her care and uses this to meet the children's individual needs. This ensures good relationships are formed with the children and they are happy in her care. They show secure attachments as they enjoy being near her and sitting on her knee. Children also share what they are doing with her and ask her to join in their games. Babies enjoy cuddles and time with the childminder and on arrival hold their arms out to her and share smiles. This puts parents at ease and shows the children are content in her care. Consequently, children are emotionally secure. Children move around the home with confidence and are free to choose their own activities, which the childminder carefully plans and arranges around the home. For example, children use a variety of role play resources to enhance their play, such as hats, which they use to become different people. Young children learn about the world around

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

them by using plenty of natural resources, which they can explore and experiment with. The childminder acts as a good role model and teaches children how to behave well. For example, they tidy up the toys together when they have finished with them and the childminder praises children when they behave well, to reinforce her expectations of them.

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

The childminder promotes healthy lifestyles by teaching the children about the importance of good hygiene routines and providing them with a balanced diet. For example, children independently wash their hands when they have been to the toilet and prior to eating. All foods are home cooked to cater for the children's individual tastes and to ensure they get all the nutrients they need. Babies are given food that is blended or mashed to cater for their development, which is planned for with the parents, so they are fully involved in their child's development and day. Children are given ample opportunities to engage in outdoor play and the childminder has a well-resourced outdoor area. However, there is scope for the childminder to provide more challenging activities outside, to further develop children's learning, particularly in mathematics. Trips to the local park also promote physical development and an opportunity for the children to get fresh air and explore their world.

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

Well-established rest routines help the children to remain healthy. For example, children rest or sleep in the early afternoon with babies sleeping when necessary. This routine has been requested by the parents to allow their children to get the most from their day. The childminder helps children to learn safe practices and to keep themselves safe. For example, she encourages children to use a step correctly, so they can use the toilet safely.

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provision

The childminder has a strong understanding of her responsibilities to safeguard and protect children. She is clear about what she must do if she had a concern about a child in her care. The childminder also shares information with parents about what they need to do if they too had concerns. She is currently recruiting an assistant and has a clear plan on what the requirements are in terms if notifying Ofsted and carrying out suitability checks. Children are well supervised in her home and when on outings. Robust and comprehensive risk assessment ensure all considerations are made and steps taken to minimise hazards and risk. The childminder's home is organised to ensure children can move freely and safely.

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provision

Self-reflection is an important part of the childminder's routine and she regularly thinks about her provision and what is needed to improve and develop. She has begun to seek and include the views of parents in the self-evaluation but this is not consistent. Children's interests are included in ideas for improvements but their comments are not consistently sought. The childminder has attended a number of training courses to constantly improve her knowledge and understanding of caring for children. Most recently she has attended a special educational needs course to ensure she is equipped to support any child and family effectively. Children's learning and development is skilfully observed and tracked, showing their clear progress in all areas. The childminder has identified targets for the children to work on, to ensure their progress is challenged and supported to learn and secure skills. She uses these documents to plan exciting and challenging activities for the children. The

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provision

childminder is aware of the need to complete the progress check at age two years when caring for children in this age group and has arrangements in place to complete them in line with checks carried out by the health visitors. Partnerships with parents are strong. The childminder takes time to get to know the families and keeps them fully informed about their child's day by means of a daily diary and regular communication at drop off and collection. Parents are able to contribute to their child's learning by giving information about what they have been doing at home and by sharing information about their care routines. Parents are complimentary about the childminder and state that their children are happy and enjoy going to her home. Furthermore, they talk about how much easier it is for them to go to work, knowing their children are happy and well cared for. The childminder has begun to form links with other

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provision

early years providers but these are not yet fully formed. For example, there are no firm arrangements in place to share information with teachers when children move onto school. However, the childminder is clear on what she needs to do, in order to support the children onto their next stage of learning and has plans in place to organise this.

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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 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected within twelve months of the date of this inspection. 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

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Grade Judgement Description

the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. 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 EY469739 Local authority Bolton Inspection number 940981 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

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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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