Sharifa Akhter

Inspection date

Previous inspection date 15/07/2014 19/12/2011

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early years provision

This inspection: 2 Previous inspection: Met 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 provides children with a good range of stimulating and challenging activities, which are adapted to suit the individual needs of each child, helping them to make good progress in their learning and development.  Children are very content and happy within the childminder's care. It is clear that they have established warm and trusting relationships with her and their behaviour is good.  The childminder is clear about her role in safeguarding children and she is aware of the action to take and who to contact should she have any concerns regarding their welfare.  The childminder has a clear drive for the continuous improvement of her service.

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It is not yet outstanding because

 There is scope to make even better use of the many good quality resources by setting up the environment to target children's current interests, so that they are consistently highly motivated and engaged.  The childminder does not always exploit all opportunities to help children to understand the importance of their good hygiene routines.

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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 childminder's house and talked with the childminder.  The inspector viewed the areas of the premises used for childminding.

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Inspection activities

 The inspector looked at children's assessment records, planning documentation, evidence of suitability of household members and a range of other documentation, including the safeguarding procedures.  The inspector took account of the written views of parents.  The inspector reviewed the childminder's self-evaluation form.

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Information about the setting

The childminder was registered in 2005 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her three children aged 10, eight and seven years in a house in Little Harwood, Blackburn, Lancashire. The whole of the ground floor, the first floor bathroom and the rear garden are used for childminding. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently two children on roll, both 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 Professional Association for Childcare and Early Years.

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

 use the good quality resources available more effectively to reflect and build on children's current interests, so that they are consistently highly motivated to learn through curiosity and investigation

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

 make the most of all opportunities to increase children's understanding of healthy lifestyles, for example, by ensuring children always have clear explanations about why they wash their hands.

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who attend

Children's enthusiasm for learning and the levels at which they succeed are enhanced by the childminder. She has a good understanding of how to engage and capture their interest to help them learn through play. Teaching is strong as the childminder skilfully intervenes to extend children's learning during child-selected activities. For instance, they discuss time and sequence as children play with push-button toys. Therefore, they are learning skills for the future as they discover the basics of information and communication technology. The childminder provides interesting and challenging experiences that meet the needs of all children. As a result, children are keen learners, who make good progress across all areas of learning and they are well prepared for the next stage of learning, either at nursery or school.

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who attend

Children's language development is fostered through regular conversations throughout the day. The childminder uses her knowledge of children's family and home life to create opportunities to extend their learning. This enables children to use their growing skills and become confident communicators. She talks to children about what they are doing, naming and commenting on the various body parts of the doll and skilfully linking this to children's own body. This helps children to develop the language they need to describe what they see and do. The childminder integrates mathematical language seamlessly into daily play and routines, so children easily develop their understanding. For example, they talk about 'big' and 'small' toys as they tidy up. Children's love of books is used effectively to support those with special educational needs and/or disabilities as they read and learn positional language, such as 'under', 'on top' and 'in'.

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who attend

The childminder observes children to find out about their interests, in order to plan activities or experiences to enhance their learning. She records children's progress through observations and uses this information to plan for the next steps in their learning. However, there is scope to extend this process and more precisely reflect on children's current interests, to plan the set up of the many good quality resources available to children, to maximise their engagement and motivation. The childminder works effectively in partnership with parents to support children's individual needs. She collects useful information about what children can do before they start, so that she has a clear idea of their starting points. She is aware of the requirement to complete the progress check for children between the ages of two and three years and share this with parents. This provides them with an accurate assessment of children's progress and identifies any gaps

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who attend

in their learning. Parents are supported well to continue children's learning at home because the childminder shares her good practice with them, such as strategies to help children to manage their own care needs. The childminder chats to children throughout the day. She talks to them about what will come next, such as preparing to collect older children from school, so they have time to prepare for the change and ease the transition during daily routines.

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

Children are cared for in a welcoming home where space is clean and well organised, creating a child-friendly environment. The childminder has developed a good system to support children in settling into her home and developing strong attachments. She gathers vital information about the children prior to them starting at the provision. These include both the care needs of the child and information about their learning and development. This means that the childminder can provide for the child's routine needs and interests from the outset, resulting in their physical and emotional needs being met. Children display confidence in their surroundings and they are eager to learn and play in this welcoming provision. The childminder sits with them as they play and shows a genuine interest in what they are doing. Children demonstrate they are very happy in the childminder's care as they easily include her in their play.

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

The childminder has high expectations of children's behaviour and manages this in a way that is appropriate to each child's age and stage of development. She is a positive role model, who talks to children in a respectful and gentle manner. She provides clear guidance to children about what is acceptable behaviour and uses positive and purposeful praise and encouragement. Children move around confidently and actively explore the environment. They enjoy easy access to a good range of age-appropriate resources and choose what they would like to do. This builds children's self-esteem as they learn to make decisions for themselves.

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

Children receive plenty of fresh air and exercise and this contributes greatly to their physical health and well-being. They go for walks and visit the local park to use large play equipment to challenge them further and learn to assess risk. This also provides good opportunities for children to explore the community and to learn about the world. They learn ways to keep themselves safe as the childminder prompts children to consider the possible consequences of their actions. Children learn to keep themselves healthy from an early age, as the childminder uses good hygiene practices and keeps the home clean and safe. Children are developing self-care skills as they learn to manage putting their own shoes on and always wash their hands before eating and after toileting. However, the childminder does not always make the most of all opportunities to teach children about the importance of good hygiene in contributing towards a healthy lifestyle. For example,

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

she does not always explain why they need to wash their hands. The childminder provides snacks that are healthy and nutritious and children make choices about what they would like to eat and how much. This means that children learn to keep themselves healthy, develop physically and respond to the needs of their own body. Consequently, children are making relationships and developing their social, physical and emotional skills well in preparation for later transitions into nursery or school.

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provision

The childminder has a good understanding of her responsibilities in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. She is very aware of the signs and symptoms, which would alert her to any child protection issues. In addition, she is confident about the action she would take if she had a concern about a child in her care. There is a clear safeguarding policy, which also provides guidance about the use of mobile telephones and cameras. Children benefit from the childminder's commitment to ensuring the premises are safe through ongoing risk assessments. The childminder also supports children well to understand how to keep themselves safe. She ensures that she is always close to the children to ensure good supervision and for their safety. The childminder shares information with parents as to how to raise concerns, including details of how to contact Ofsted as the regulator. This promotes a safe and

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provision

transparent provision for parents and children. The childminder has a good understanding of her responsibility in meeting the learning and development requirements. Children are offered a range of enjoyable, effective and challenging experiences to enable them to make good progress. The childminder ensures that all areas of learning are covered and the next steps in children's learning ensure their continued development. As a result, children's progress is monitored and assessed consistently.

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provision

The childminder is committed to partnership working to help her to meet children's individual needs. She strives to provide a welcoming environment for parents where they have regular opportunities to exchange information with the childminder. She shares her written policies and procedures with parents to make them aware of her practices. Regular two- way communication takes place between parents and the childminder. All required information is gathered from parents. Parents are complimentary about the service provided by the childminder. For example, written feedback shows parents are very happy with the care and the communication that she provides. She recognises the importance of working in partnership with other early years providers and has established effective, positive relationships with the other settings that the children attend. The childminder has a good understanding of the working relationships required with other professionals to

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provision

ensure that the needs of children, who may have special educational needs and/or disabilities, are fully met.

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provision

The childminder has a good understanding of using evaluation processes to monitor the quality of the educational programmes to support children's progress. She fully understands the impact her own childcare knowledge has on the quality of the provision and outcomes for children. Consequently, she is keen to continue her professional development. She is pro-active in doing so, through training and her own research. The childminder strives to provide children with all the skills and tools to succeed in their later learning.

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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 EY307452 Local authority Blackburn Inspection number 906830 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 2

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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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