Childminder in Blackburn with Darwen

Inspection date

Previous inspection date 04/09/2014 03/02/2012

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 The childminder fosters good relationships with the children. She seeks information from parents about their children's individual care needs and preferences. Children are happy and confident in her care.  The childminder has a sound understanding of safeguarding children. She understands the possible indicators of abuse and knows the procedures to follow should she have concerns about children in her care. As a result, children are protected from harm.  Children's behaviour is managed well as the childminder offers consistent boundaries that enable children to feel secure. Their efforts and achievements are praised by the childminder to promote their self-esteem.

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It is not yet good because

 The childminder does not fully understand the process of assessing children's progress in order to identify individual learning styles and plan effectively to address any gaps in their attainment.  The childminder has not developed ways of involving parents actively in their children's learning and development. Parents do not always have sufficient information to continue their children's learning at home or contribute to children's overall progress assessment effectively.  Some resources are not clearly labelled to fully enhance children's independence and emerging literacy skills.

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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 areas of the premises used for childminding.  The inspector observed the childminder as she interacted with the children.

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Inspection activities

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

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Inspection activities

 The inspector checked evidence of the suitability of the childminder and other adults living at the home

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Information about the setting

The childminder was registered in 1992 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and adult child in a house in Blackburn, Lancashire. The playroom on the ground floor, the bathroom on the first floor and the rear garden are used for childminding. The family have a dog as a pet. The childminder attends a number of toddler groups. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently three children on roll, one of whom is in the early years age group and attends for a variety of sessions. The childminder operates all year round from 7.30am to 5.30pm, Monday to Friday, except bank holidays and family holidays.

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must:

 use observation and assessment of children's learning and development more robustly to inform accurate planning of activities that take account of children's individual interests, learning styles and contribute to identifying potential gaps in their progress.

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must:

 develop the partnerships with parents, exchanging information about their children's individual progress so that parents can be actively engaged in their child's learning and development, contributing to their progress and promoting children's learning at home.

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

 improve children's independence and early literacy skills by, for example, adding written and pictorial labels to resource boxes and toys.

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who attend

The childminder provides children with resources and activities that cover the seven areas of learning and children are making adequate progress. However, she does not fully assess children's individual learning from these activities, in order to plan meaningful next steps to support their continued development. The childminder uses a tracker document to mark out each child's attainment of skills and competencies. However, her limited knowledge and understanding of this process means that she is not fully aware of using the information accurately to identify children's individual learning styles. This hinders how she plans effectively for their next steps including noting any gaps which may occur in their development. For example, some children prefer active learning and enjoy creative activities. The childminder has not considered how best to promote learning effectively through such interests. This limits the progress children can make in preparation for their

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who attend

The childminder is aware of the progress check for children between the ages of two-and- three years and provides a brief written summary of children's attainment. She also gives general daily feedback to parents about their child's day but has not explored ways of engaging parents more actively in their child's learning. This means that any learning that takes place at home is not fully acknowledged or reflected in children's progress to further develop the ethos of children's learning and development being a partnership between the childminder and their home. The childminder has started to build links with the local schools and shares basic information about children's learning and development with the school staff to promote consistency in their early education.

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who attend

Children talk confidently and express themselves through lively discussion and they communicate well with the childminder. They enjoy demonstrating their knowledge of their favourite activities. For instance, when playing in the hairdresser's role play, the children play co-operatively, confidently select resources and demonstrate their appropriate language skills. They actively narrate what they are doing and ask meaningful questions. Children demonstrate their thinking skills by recalling and sequencing a story as they play. This is supported by the childminder because she regularly engages with children in their play and uses some skilful questioning to encourage them to think and solve simple problems. This further extends their communication and language development.

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

Children are relaxed and comfortable in the childminder's care and form close relationships with her. Settling-in procedures help to promote children's sense of security and enable them to get to know the childminder over a period of time. She gathers initial information from parents about their child's care needs. The childminder uses this information to help children feel safe and secure. Children behave well because the childminder reminds them about her house rules and boundaries. For example, they know that only the childminder is to open the doors to the garden or activate the controls to the television. The childminder praises children constantly and tells them how clever they are, which promotes their self-confidence and emotional well-being. Children have ample space to play in the playroom. The childminder encourages children to share and take turns with the toys. She also allows children the opportunity to resolve minor disagreements

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

themselves. For example, she asks children to consider what they need to do to play nicely. Children demonstrate their understanding of her expectations by being able to talk about her simple rules. This helps to prepare children emotionally to cope with the next big steps in their lives such as, the move to school or additions to their family. Children make choices about their play and involve the childminder in these. They choose from a range of resources and equipment that reflect the seven areas of learning. However, not all the contents of boxes are visible or labelled, to assist children in making more independent choices and facilitate their early literacy skills. Children have daily access to the garden and take part in activities with the childminder such as, weeding, digging and pruning plants. This promotes children's physical development and also their knowledge of the natural world. Children also have access to a range of outdoor toys such

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

as, ride on cars and slides with ample space to make large body movements.

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

The children undertake visits to various venues and facilities in the local community such as, toddler groups and the park. This helps them develop confidence away from the setting and promotes their awareness of the world around them and differences in society. Children enjoy nutritious snacks and meals during their time with the childminder. She understands the importance of providing them with healthy choices. For example, at snack time, children choose from a range of different fruits, accompanied by a yoghurt. The children are developing a good understanding of healthy eating and talk about their favourite foods. Children also understand the importance of good hygiene practices and talk with the childminder about how hand washing removes germs from their hands. The childminder encourages them to become independent. For example, they can access the potty independently and wash and dry their hands. Consequently, children are developing

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

the independence and self-care skills they need to help them prepare them for their next stages of learning.

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provision

The childminder demonstrates a sound knowledge of the child protection procedures to follow with regard to safeguarding children. She understands her role and responsibilities and has attended relevant training such as, first aid and child protection. The childminder conducts regular risk assessments of her home to promote children's welfare. She also carries out thorough risk assessments for any outings, to ensure children's safety when away from the setting. Parents are further assured of their children's welfare. The childminder and all adults in the household have undergone the required vetting procedures to assess their suitability, including Disclosure and Barring Service checks.

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provision

The childminder has a basic understanding of the learning and development requirements. However, she is not effectively using information gathered from her work with children to accurately assess and track their individual progress. The childminder's systems for observing and assessing children's progress are not robust enough and her knowledge of children's emerging learning needs is limited. This also impacts on her ability to then be able to share relevant information with parents and other agencies, to support children's continual development. The childminder does however, use daily conversations with children and parents to evaluate some aspects of her provision. For instance, she provides some resources and learning opportunities that she knows children will enjoy. The childminder has begun the process of evaluating her practice. She is identifying her strengths and areas to develop and she has started to address some of these. For

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provision

instance, she has developed her own system for checking children's progress, between the ages of two-and-three years. The childminder has shown some commitment to improving her provision through training and has attended courses to address actions and recommendations made in the last report.

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provision

The childminder has systems in place for communicating with parents. She shares her policies and procedures with them and they express their satisfaction with her practice in written comments. She verbally shares information with them about their child's day at collection. She also ensures messages are relayed to parents from school to promote some consistency for children who attend other such settings. However, the partnerships with parents do not extend to the childminder encouraging them to complement the learning that takes place in children's lives, or informing parents of how they can extend their children's learning at home.

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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 500914 Local authority Blackburn Inspection number 877166 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 3

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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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