Childminder in Blackburn with Darwen

Inspection date

Previous inspection date 22/07/2014 11/03/2010

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early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The quality of teaching is good. The children are engaged and happy because the childminder knows them well. She uses play and planned activities that engage children and build on their individual interests. This supports them to develop positive attitudes to learning.  Children's communication and language skills are promoted well because the childminder spends time positively interacting with them, encouraging the effective development of their vocabulary and language skills.  Strong relationships with parents help the childminder to recognise and meet children's individual needs. Consequently, children are happy and share warm relationships with her. This strong attachment enables them to feel secure and confident, and explore the learning environment.  The childminder has a secure knowledge of safeguarding. She uses effective risk assessments to minimise hazards in her home and on outings, to maintain a safe

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This provision is good

environment for the children. As a result, children are safeguarded.

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It is not yet outstanding because

 Activities to extend children's writing skills are not always closely linked to their interests or learning preferences to maximise their progress.

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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 had a tour of the childminder's home.  The inspector observed the childminder while she interacted with children.

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Inspection activities

 The inspector looked at some paperwork, including the childminder's policies and procedures, risk assessments, self-evaluation and the children's development records.

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Inspection activities

 The inspector took into account the views of parents, gained from recent evaluation forms.

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Information about the setting

The childminder was registered in 2006 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and one grown up child in a house in the Mill Hill area of Blackburn. The whole of the ground floor and the rear garden are used for childminding. The family has a cat and a bearded dragon as pets. 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 five children on roll, three 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.

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

 strengthen opportunities to promote children's writing, such as by linking activities to their individual interests and learning styles, so they make maximum progress in their development.

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who attend

The childminder is knowledgeable about the requirements of the Early Years Foundation Stage, and understands how to promote children's learning and development through play and planned activities. The childminder gains valuable information, about the children and their starting points, through meetings with their parents and during settling-in sessions. She gathers baseline assessments and records a wealth of information, about children's likes, dislikes and routines. The childminder makes sure that activities are developmentally appropriate, by effective use of observation and accurate assessments. She uses this information well, to plan appropriate next steps for children and also promote their future learning. The childminder tracks children's development over time, so she is able to monitor their progress across all areas of learning. She uses this information to highlight any gaps in their learning, and she is well aware of the procedures to seek additional

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who attend

support if required. The childminder understands her responsibility for completing the progress check for children aged between two and three years, and this is shared with parents. She has formed good relationships with the local nursery and schools. As a result, all children are supported to develop their skills for future learning.

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who attend

Resources are plentiful and well maintained, providing children with a range of play opportunities, which cover all areas of learning. Children's physical development is enhanced by easy access from the lounge to the garden, where they enjoy playing and experimenting with sand and water, also children use their large-muscle skills, as they run, jump and dance on the spacious grass area. Additionally, children learn about the natural world, as they help the childminder with gardening tasks.

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who attend

The quality of teaching is good because the childminder plays with children down at their level, and supports their communication and language skills well. For example, she asks them lots of open-ended questions, such as 'what has he done' and 'what do you think he needs to do next'. This successfully extends children's vocabulary and understanding. As a result, they can effectively discuss their own ideas and thoughts. Babies' communication and language are extended, through the childminder's gentle commentary, as she interacts with them. She makes good eye contact with them and responds positively to their efforts of communication. The childminder encourages children to write and make meaningful marks. For example, she uses wipe clean boards and markers when encouraging children to write letters of their name. However, these activities are not always focused on children's individual learning styles to engage their interest. Therefore,

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who attend

on some occasions children are less motivated to have a go. Nevertheless, children display high levels of independence and confidence, and are making good progress.

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

Children are very settled with this warm and friendly childminder because she successfully supports their emotional well-being, personal and social skills. Children are confident as a result of this caring, respectful approach and form secure attachments with her. Effective settling-in procedures are in place, to ensure that children feel happy and secure before they start. This ensures there is a smooth and effective move from home to the childminder's setting. The childminder uses a positive and consistent approach to managing behaviour, taking into account children's understanding and stage of development. She is a good role model to children, treating children with respect, and she places emphasis on children learning to play alongside each other, sharing and taking turns with the resources. Children are rewarded with lots of praise for their efforts. Consequently, this helps children to understand the rules and build positive relationships

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

with their peers. The childminder's constant praise during activities promotes children's confidence, self-esteem and well-being. Timely reminders from the childminder teach children how to keep themselves safe. For example, she reminds children not to run indoors.

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

The childminder supports children's progression well, as she provides a stimulating learning environment. Resources are set out attractively in the lounge and are easily accessible, helping children to make their own choices and develop their independence. Many opportunities are provided for children to benefit from physical exercise. Children enjoy dancing and visit the local park, where they use large-play equipment and develop their large-muscle skills. In the garden they enjoy experimenting with sand and water consequently, they enjoy exploring with different textures.

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

Children's healthy lifestyles are promoted, through regular exercise and positive food choices. Outings to the local play areas help children have a healthy amount of fresh air. Children are also encouraged to exercise indoors, through music and movement activities, and babies have the space to move freely and pull themselves up to stand. They are becoming aware of risk and their own capabilities, as they are encouraged to explore. The childminder works flexibly with parents to provide a balanced variety of healthy snacks and meals. She liaises with parents about weaning babies, to gradually introduce a broader range of textures and tastes. Children manage their personal needs very well, according to their age and stage of development. For example, older children access the toilet and wash their hands independently. The childminder helps toddlers to begin to develop good hygiene habits, such as using wipes, to clean their hands prior to eating.

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

Facilities, such as a large sofa, cushions and blankets are available for children to rest or sleep according to their individual needs.

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provision

Children are kept very safe, as the childminder is clear of her roles and responsibility to protect them from harm. She has attended safeguarding training and has very good knowledge of safeguarding procedures. The childminder has a clear, written safeguarding policy and knows what action to take if she has concerns about a child. She maintains a secure environment for children. The identity of visitors is checked and recorded. The childminder minimises potential hazards through effective risk assessments, enabling children to play freely in her home. The childminder has considered a fire evacuation route and routinely practises this with children, so they understand what to do in an emergency.

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provision

The childminder draws on her childcare experience and training, to offer high quality care and learning experiences for young children. The childminder reflects on the quality of teaching and children's learning. She has a strong commitment and a positive attitude towards ongoing improvement. She has completed an Ofsted self-evaluation form and welcomes parents' views, to help her make well-targeted and meaningful improvements. She regularly links with other childminders to share and emulate good practice. The childminder successfully monitors educational programmes, she achieves this by using her experience and secure knowledge of child development and how children learn. She also uses available early years guidance documents and has regular discussions with parents, regarding their child's progress. This ensures that children are offered a good range of experiences, which are mostly matched to their individual needs, to promote their

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provision

continued progress towards the early learning goals.

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provision

Documentation is extremely well organised and readily available for inspection. An information folder offers parents an outline of the childminder's experience and training, plus references from other parents, which are very positive. Well-written policies and procedures are shared with parents, to ensure they are fully informed about her practice. Comprehensive details are gathered about the children and parental consents are gained, to ensure children are cared for according to their parent's wishes. The childminder establishes very open and trusting partnerships with parents. She promotes regular exchanges of information with them, both directly and through feedback sheets. This ensures children's individual needs are met and promote continuity of care. Comments received from parents for inspection are very positive. They state they are really happy with the level of care and education their children receive, and that their children love to

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provision

attend the childminder's setting. The childminder establishes links with other settings children attend, enabling children to acquire the dispositions and attitudes needed to fulfil the next steps in their learning, as they make the move to nursery or school.

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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 EY318865 Local authority Blackburn Inspection number 878053 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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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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