Childminder in Blackburn with Darwen

Inspection date

Previous inspection date 04/08/2014 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

 Children are happy and confident in this welcoming and well-resourced environment. Their emotional well-being is fostered very well because the childminder is friendly and gives children much praise for their achievements.  Children make good progress in their learning because the childminder plans activities that are interesting and challenge them to develop their skills across all areas. Observations and assessments are accurate and precise and clearly identify the next steps in their learning.  Children are cared for in a secure safe environment where extensive risk assessments are carried out to ensure their ongoing health and safety. The daily routines and outings effectively enhance children's understanding of how to keep safe.  There are strong partnerships with parents and others, who are involved in the care and learning of the children. This ensures that children receive relevant support and

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This provision is good

consistency in their learning and development.

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It is not yet outstanding because

 The childminder does not always maximise opportunities to enhance the depth of information sought from parents on entry to the setting, to more clearly identify what children can already do.  Younger children cannot always see what toys are in the boxes, which means that they are not always able to make independent choices to support their 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 the childminder engage in a range of indoor learning activities, play and daily care routines with children.  The inspector held discussions with the childminder.

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Inspection activities

 The inspector looked at children's learning documentation and a selection of policies and procedures.

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Inspection activities

 The inspector checked evidence of qualifications and suitability of the childminder and other household members.

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Information about the setting

The childminder was registered in 2014 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, one adult child and one child aged 13 years in the Lower Darwen area of Blackburn. The childminder uses the whole of the ground floor of the home for childminding and accesses local areas with the children for outdoor play. The childminder has a dog, cat and rabbit. The childminder is currently minding 11 children; 10 of whom are in the early years age group. The childminder operates all year round from 6.30am to 6.30pm, Monday to Friday, except for family holidays and the week between Christmas and New Year.

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

 enhance the depth of information sought from parents on entry to the setting, to further identify what children have already learned and can do

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

 enhance opportunities for younger children to be able to choose toys and resources independently, for example, by providing visual pictures to help them identify what toys are inside the boxes.

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who attend

Children enjoy the time they spend with the childminder. She has a good understanding of the learning and development requirements for the Early Years Foundation Stage. Children make good progress in their learning, given their starting points. The childminder skilfully observes children as they begin at the setting to clearly identify where they are in their learning. She gathers information from the parents as she communicates effectively with them by asking them to complete questions in a 'My special book' document. However, the childminder does not make full use of all opportunities to enhance the depth of information sought from these. This is in order to more clearly know what the children have already learned and can do on entry to the setting. Assessments of children are detailed and precise. The childminder skilfully observes children each day and captures their achievements as they play. She uses this information to identify children's interests

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who attend

and to further develop their knowledge and skills. As a result, children are making good progress towards the early learning goals and gaining the skills needed to support their future learning. The childminder has yet to implement the progress check for children between the age of two and three, but she is aware of her responsibilities of making sure it is shared with parents at the appropriate time. The quality of teaching is good. The childminder has a very good understanding of how children learn. Children enjoy their time with the childminder and she provides a welcoming and stimulating environment where they learn through play and exploration. The childminder has good quality resources that covers the seven areas of learning. However, it is not always easy for younger children to see everything in the boxes, which means that they are not always able to make independent choices to support their play.

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who attend

Children develop their communication and language skills because the childminder engages with them extremely well during activities. She gets down to their level, engages in their play and asks appropriate questions when needed to extend their learning. Consequently, young children are becoming skilful communicators and confidently talk and extend speech as they play. The good balance of child-initiated and adult-focused activities means that children's learning is extended as they direct their own play. Equally, adult-focused activities are used to extend children's interests. For example, the childminder provides sensory activities. Sensory awareness is heightened as children use jelly and gloop on a tray. They are encouraged to smell, taste and touch as the childminder uses appropriate key words to pair with this experience, such as 'squidgy' and 'splodge'. Children watch and giggle excitedly, which further maintains their attention.

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who attend

The childminder uses an electronic programme for observations, planning and assessing where parents can see her written observations of the children and photographs of them enjoying different activities. Through this system, parents have easy access to their children's assessment, which enables them to be effectively involved in their children's learning and development and contribute as they record their learning from home. The childminder values the children in her care and sends photographs to parents throughout the day. As a result, partnerships with parents are strong and children benefit from continuity in their learning.

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

The childminder has very good relationships with the children. These good relationships help to promote children's self-confidence and makes them feel safe and secure in their new surroundings. This is because the childminder skilfully communicates with parents during their initial visits. She gathers information from them to determine what children like playing with and seeks information relating to their individual needs and care routines. This ensures that the move from home to the setting is smooth and well supported. The childminder supports the children very well within the setting and actively responds to their needs. For example, she readily identifies when younger children need to have their nappies changed and supports older children as they begin toilet training. The childminder gives children much praise for their achievements and records this on a reward chart. This ensures that children develop their self-esteem and confidence.

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

The childminder plans very good opportunities to promote children's early understanding of a healthy lifestyle. She makes plans daily for children to spend time outside. They thoroughly enjoy daily trips within the local community gaining a positive attitude to being outside in the fresh air. The childminder provides a wide range of nutritious, well-balanced meals and snacks that incorporate plenty of fresh fruit and vegetables. Children actively develop an understanding of being healthy through regular daily opportunities for physical exercise. For example, children talk about how moving around quickly makes your heart beat faster. In addition to this, children have discussions about the weather and the effects this has on the body. For example, children know when it is hot, they need to drink more water. The childminder encourages children to wash their hands regularly. She provides soap and paper towels within easy reach to support their independence.

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

Consequently, this supports children to manage their personal hygiene and develops the self-care skills for their next stage in learning.

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

The childminder supports children to manage their behaviour well. She teaches the children to understand and cooperate with some boundaries. This good support helps them learn how to get along together and share toys. The childminder has a good knowledge and understanding of how to keep children safe from harm. She teaches the children about the dangers of the water when on trips to the pond. Therefore, children learn to keep themselves safe. The childminder provides the children with opportunities to take risks by safely supervising them as they play.

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provision

The childminder demonstrates a thorough understanding of notifying Ofsted of any significant issues. She has a secure knowledge of her responsibilities to fulfil the requirements of the Early Years Foundation Stage. The childminder has a good understanding of her responsibility to promote children's safety and welfare. She knows how to safeguard children, which includes recognising signs that would give cause for concern about a child in her care. She is clear about her responsibilities as a childminder with regards to recording and reporting any concerns. The childminder has comprehensive written policies in place regarding safeguarding children, which she shares with parents to ensure that they are fully informed of her responsibilities to those she is minding. The childminder maintains all the required records and documentation to ensure children's care and well-being. The required Disclosure and Barring Service checks are carried out. As a

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provision

result, these procedures ensure that children are protected while at the childminding provision.

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provision

The childminder provides a service that is inclusive for all children by ensuring that she respects their backgrounds. Positive partnerships are in place with parents. The childminder obtains information about children's needs, preferences and routines before joining the setting, so she can successfully meet their needs. This also ensures a smooth move between home and her care. She makes time to share information with parents. Daily diaries are in place to promote a two-way flow of information. Parents speak very positively of the childminder and the care she provides. They are very happy with the care their children receive; they comment that their children love their time with the childminder and says that they would be 'more than happy to recommend her to other parents'. These good partnerships have a positive impact on children's well-being. The childminder has established good links with other early years settings, which children also

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provision

attend. Information about their development across the settings is shared effectively through discussion and sharing of progress records. This means that a cohesive approach to supporting children's learning across the settings is promoted very effectively. The childminder has good organisational skills. This is her first inspection since registering as a childminder and she has implemented effective systems to monitor the quality of the care and service she provides. The childminder is securely aware of children's stage of development, enabling her to offer children challenge in their play. She accurately monitors her provision of resources, planning of activities and the progress children are making, ensuring this is good. The childminder is committed to further improving her childminding practice to benefit the children who attend. She has attended several training courses since registration, such as Safeguarding, Expressive Arts and Design,

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provision

Observations, assessment and planning. As a result, the childminder has improved the quality of her teaching and built on her knowledge, so that children's individual learning and care needs are effectively met. The childminder can assess the setting's strengths and weaknesses and she has established a process of self-evaluation. Targets set are honest and realistic and build on the good practice already established. Consequently, the childminder gains support from an early years advisor from the local authority to progress the service she provides. The childminder welcomes feedback from parents and children to further improve her practice. This has a favourable impact on the activities provided and the childminder's ability to enhance her practice.

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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. We re-inspect nurseries and pre-schools judged as requires improvement within 12 months of the date of 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

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Grade Judgement Description

is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met There were no children present at the time of the inspection. The inspection judgement is that the provider continues to meet the requirements for registration. Not met There were no children present at the time of the inspection. 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 EY473808 Local authority Blackburn Inspection number 956910 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 11

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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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