Childminder in Blackburn with Darwen

Inspection date

Previous inspection date 23/05/2014 10/10/2011

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early years provision

This inspection: 4 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 4 The effectiveness of the leadership and management of the early years provision 4

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This provision is inadequate

 The childminder has a poor knowledge of the learning and development requirements. Therefore, her practice does not meet children's individual learning needs.  Educational programmes are not carefully considered to cover all areas of learning and children do not benefit from purposeful, adult-led and child-initiated activities.  The cycle of observation, assessment and planning is not in place. This does not ensure children's learning and development is given sufficient attention to make sure they make as much progress as they can.  The systems for building partnerships with parents are weak. This impacts on the childminder's ability to develop a two-way flow of information with parents about children's care, and to offer guidance that will help them to support their child's learning and development at home.  Children are not always encouraged to learn to eat healthily because the childminder does not offer a sufficient choice of healthy, nutritious snacks and meals.

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It has the following strengths

 Children are well settled and are developing close relationships with the childminder and each other. They are encouraged to learn how to keep themselves safe and to consider others as they play.

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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 in the indoor playroom.

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Inspection activities

 The inspector held discussions with the childminder at appropriate times during the inspection.

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Inspection activities

 The inspector sampled relevant documentation, including safeguarding policies, procedures and records.

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Inspection activities

 The inspector checked evidence of the childminder's suitability, qualifications and her self-evaluation and improvement plan.  The inspector took account of the views of parents spoken to on the day.

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Information about the setting

The childminder was registered in 2011 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her two daughters aged eight and 22 in a house in Darwen, Lancashire. The childminder uses a playroom, a first floor bathroom and one bedroom for childminding purposes. There are currently seven children on roll; all of whom are in the early years age range and attend for a variety of sessions. The childminder offers care to children for five days per week, all year round. The childminder also offers care to children aged over five years. She takes children out on visits to the park, toddler groups and on the school run.

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must:

 develop knowledge and understanding of the learning and development requirements, with particular reference to the observation and assessment of each child's individual needs and stage of development

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must:

 assess children's starting points and progress throughout all areas of learning and ensure their next steps are identified, so that children make good progress towards the early learning goals

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must:

 develop an educational programme which considers each individual child's needs and interests, and plan this effectively so that challenging adult-led and child- initiated experiences are offered across all areas of learning, in order to help children make the best possible progress

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must:

 strengthen the two-way flow of information with parents and/or carers, in order to provide the support they need to guide their child's learning and development at home and to ensure each child's care is tailored to their individual needs

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must:

 improve opportunities for children to be healthy, by offering them a choice of healthy, nutritious snacks and meals.

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who attend

The childminder lacks knowledge and understanding of the learning and development requirements of the Early Years Foundation Stage. As a result, she is unable to provide an educational programme that supports children across the seven areas of learning or plan effectively to help them move forward with their learning . This means children are not engaged in planned and purposeful learning activities, which impacts on how well children can make progress towards the early learning goals, and become ready for school. For example, when the childminder provides a spontaneous rice activity for children to explore in, her interactions with children lack purpose because she does not recognise the individual learning needs of each child. Observations and assessments of what children can already do are not used to help the childminder plan their next steps in learning and, consequently, she does not understand how to differentiate the learning to meet each

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who attend

child's individual development needs. As a result, although children enjoy copying the marks she makes with the rice, the childminder is not able to explore other opportunities to extend their learning and so children are not able to make as much progress as they can.

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who attend

The childminder offers free choice of activities and resources, which are stored in clearly labelled drawers, placed at the children's height. Children access creative materials, jigsaws, cars, small world figures and dolls independently. The childminder recognises the likes and interests of each child by asking parents to complete 'all about me' forms. As a result, the childminder ensures that activities and resources are enjoyable. During a story time activity, the childminder encourages children to discuss number, shape and colour as they re-tell the story to each other. Older children participate in the activity and confidently develop their language and critical thinking skills. However, the childminder does not encourage younger children to contribute. As a result, younger children are missing opportunities to progress within the prime areas of learning, which are key to their future learning.

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who attend

Parents spoken to during the inspection comment on how the childminder has shared some information with them, such as details of the requirements of the Early Years Foundation Stage. Although some useful information is exchanged during daily chats at drop-off and collection times, this two-way flow of information is not focused on children's learning and development. As a result, parents do not receive the information or guidance they need to help support their children's learning at home. In addition, the childminder has insufficient knowledge and understanding of the learning and development requirements to offer accurate advice and support to parents. Overall, children are not able to make sufficient progress in their learning and development because the childminder does not understand how to support children to acquire all the skills they need for their future learning and in preparation for school.

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

The childminder plans activities on a daily basis to promote healthy exercise, such as music and movement and frequent trips to the park and toddler groups. The childminder walks with children, who wear wellington boots and raincoats in the rain as they go on the school run. This ensures children are able to benefit from fresh air in all weathers. The childminder includes children in discussions about their safety and well-being in the indoor and outdoor environment. She ensures children have an understanding of how to keep safe during daily routines. As a result, children are learning to assess their own risks and consider others. The childminder praises children as they tidy up before lunchtime. As a result, children feel secure and valued and are confident to independently tidy away resources.

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

The childminder provides meals and snacks, which are sometimes nutritious and balanced. However, children are not always given the opportunity to make healthy choices. For example, when the childminder provides diluted fruit juice and white toast at breakfast time, she does not discuss with the children what alternatives are on offer to help them understand and choose to eat as healthily as possible. As a result, children are not always able to make healthy choices during meal and snack times.

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

The childminder has some systems in place to support children during their transition to and from the setting. She offers parents a childcare pack, which includes information sheets, asking them to detail the likes and interests of their child. This helps her get to know the child when they first start to attend. However, the childminder's systems for building strong partnerships with parents are weak. This is because she does not consistently engage with parents to share all information, to ensure children's care is sufficiently tailored to their needs. Overall, this does not promote the well-being of all children.

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provision

The childminder lacks drive and commitment to improve her knowledge and understanding of the requirements of the Early Years Foundation Stage. This is because she is not ambitious in her approach to improving her practice since the last inspection. The childminder lacks motivation to seek support from the local authority. Therefore, she is not developing the knowledge and skills that she needs, in order to make the necessary improvements. As a result, children do not benefit from high aspirations or good quality practice that supports all their learning and development needs.

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provision

The childminder demonstrates an awareness of the safeguarding and welfare requirements as she risk assesses and evaluates the environment to ensure it is safe as children play. The childminder has attended relevant safeguarding training and has an awareness of the procedures to follow to protect children. The childminder also encourages children to assess their own risks. Therefore, children have an understanding of their own safety and the safety of others around them.

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provision

Parents can contribute to their child's care through the use of daily diaries. The childminder also offers questionnaires to parents to ask them how she can improve her service. However, as the childminder is not committed to strengthening partnerships with parents, this impacts on how well a two-way flow of information is developed. Consequently, she does not have all the information she needs to be able to improve her practice or to guide parents in supporting their child's learning at home. Overall, this does not demonstrate a drive for improvement that will raise children's achievements over time, to ensure they make good progress.

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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 EY427118 Local authority Blackburn Inspection number 975771 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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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

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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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