Childminder in Blackburn with Darwen

Inspection date

Previous inspection date 21/10/2014 20/03/2012

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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 childminder gives high priority to children's early language and communication skills and to their physical, social and emotional development. As a result, children make good progress, given their starting points.  The childminder effectively supports children to feel safe and secure and she provides a positive and relaxed atmosphere. Consequently, children are well behaved, confident and interested in exploring and learning.  Children are very well safeguarded. This is because the childminder has robust procedures and safety practices routinely in place.  The childminder places high priority on keeping parents informed about their children's well being, through text messages and daily verbal communication. As a result, appropriate information is shared and children's care needs are effectively met.

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It is not yet outstanding because

 Children's early reading, number and shape recognition skills are not always well promoted as there are few numbers, shapes and words visible for them to refer as they play.  The childminder does not regularly share the precise detail of children's next steps in learning with parents. As a result, some opportunities to help them to guide children's learning at home are missed.

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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 checked evidence of the suitability and qualifications of the childminder.

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Inspection activities

 The inspector observed the childminder engage in a range of activities and routines with the children.  The inspector conducted a joint observation with the childminder.  The inspector looked at a selection of policies and procedures.  The inspector spoke with parents to gain their views.

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Information about the setting

The childminder was registered in 1994 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives in the Livesey area of Blackburn with her husband. The living room and the bathroom on the ground floor are used for childminding. The family has a pet dog. The childminder visits the shops and park on a regular basis and collects children from local schools. There are currently four children on roll, two of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 8am to 5.30pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years.

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

 enhance the learning environment so that it is rich in print, to enhance children's learning about words, numbers and shapes

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

 strengthen partnerships with parents further by focusing more precisely on sharing assessments of children's learning and their next steps in development, in order to help parents to guide their children's learning more effectively at home.

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who attend

Children enjoy their time in the childminder's care because they are offered motivating and nurturing experiences within a safe environment. They benefit from regular visits to local playgroups, as well as outings to places of interest, such as the beach. Children are encouraged from an early age to have an interest in the world around them. For example, they show great delight and fascination in watching the birds feed, close to the playroom window. The childminder has a good knowledge of child development and understands how children learn. For example, children are encouraged to hold tools correctly when drawing and painting. Consequently, their developing physical skills are enhanced. The childminder provides a range of resources that are accessible to children, to support them to make their own choices. She knows the children well and therefore provides varied activities, matched to children's individual needs and interests. However, there are

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who attend

opportunities help children to build further on their early reading, number and shape recognition skills by, for example, displaying words, numbers and shapes for children to refer to as they play.

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who attend

Children are acquiring the skills, attitudes and dispositions they need to be ready for the next stage in learning. This is because the childminder is skilled at providing a good balance of nurture and challenge. She has established good routines and has high expectations, which children are eager to rise to. For example, when they are ready, children are encouraged to sit at a table to engage in activities. Consequently, children learn new skills and show a desire to be independent. The childminder asks a range of questions to captivate children's interest and she values the contributions that children make. As a result, they feel listened to and are keen to learn.

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who attend

The childminder writes observations of children's learning as part of her ongoing assessment of what children know and can do. These contribute to children's individual learning journals, which the childminder uses to support the tracking of children's progress. This means that she is able to quickly identify and close any emerging gaps in children's learning. The childminder encourages parents to contribute to her initial assessments of children's progress. For example, information is gathered about their likes, dislikes and stages of development on entry. This supports her in tailoring her provision to children's specific needs and interests. However, the childminder does not regularly share the precise detail of children's next steps in learning with parents. This means that parents do not always receive all of the information they need to help them guide their children's learning at home.

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

The childminder provides a cosy and welcoming environment for children, which means that they settle with ease. She has a calm manner and this contributes to the relaxed atmosphere within the setting. Children are regularly praised and encouraged, which has a positive effect on their self-esteem and confidence. As a result, positive, loving relationships between the childminder and the children are formed. Children are at ease and their behaviour is good. They respond positively to the childminder's gentle and supportive guidance. She encourages polite manners and cooperative behaviour, particularly during shared experiences. For example, children sit together at snack time and are guided to take turns, selecting from the fresh fruit plate.

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

The childminder talks to children about what they are eating, so that they learn to recognise healthy foods. Children are beginning to learn about the importance of good hygiene practices, such as regular hand washing. The childminder supports children to learn to recognise risks in the home and on outings. As a result, they are beginning to learn to how to keep themselves safe. For example, children learn about road safety when on walks. The childminder promotes children's physical health well. She provides daily opportunities for exercise, including visits to the local playgroup, the park and play centres. Children also visit a weekly physical activity class with the childminder.

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

The childminder understands the need for thorough preparation, to help children to be ready for school. She supports children by encouraging them to work towards greater independence. For example, children learn to hang their own coat up and write their own name. The childminder also encourages children to develop their listening and attention skills, as well as their concentration, from an early age. As children approach school age, she talks with them about the excitement of the move and visits to the school gates to see the children playing. This means that children are well prepared emotionally for the change in learning environment.

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provision

The childminder understands her duty to protect children from harm. Her knowledge of safeguarding and child protection procedures is good and she is clear about how to identify the signs and symptoms of abuse. Appropriate checks have been carried out on all adults living on the premises. For example, Disclosure and Barring Service checks have been completed. This helps to keep children safe at all times. The childminder holds a current first-aid certificate and has thorough procedures in place to report any accidents. The childminder's use of risk assessments, emergency evacuation drills and procedures for the administration of medicine, means that children receive high-quality care.

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provision

The childminder has a good understanding of her role in meeting the learning and development requirements of the Early Years Foundation Stage. As a result, children make particularly good progress in their early communication skills and in their physical, social and emotional development. This shows that the childminder recognises the importance of prioritising these areas, which are crucial for young children's healthy development. The childminder monitors children's progress and the educational programmes effectively and any gaps in her provision or children's progress are quickly identified.

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provision

The childminder uses self-evaluation to identify her strengths and areas for improvement. Her capacity to improve is good, and she has made significant improvements since her last inspection. She has a proactive approach and now accesses support from the Professional Association for Childcare and Early Years when needed. She networks with other local childminders to keep up to date with current childcare legislation and to share good practice. As a result, her documentation is robust and the environment and activities that she provides for children are good. For example, she has introduced sensory boxes to support exploratory learning for young children. Consequently, children benefit from her improved knowledge and skills.

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provision

The childminder generally develops positive partnerships with parents, who state that the childminder has 'an instant warmth'. Parents notice that she regularly speaks with children first before adults, which they value. Good procedures are in place for keeping parents informed about their children's well-being. In addition to communicating at the start and end of every session, she sends text messages to keep them informed. Parents comment that this is reassuring for them. The childminder has a good understanding of the need to work in partnership with other professionals in order to meet children's needs effectively.

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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 301520 Local authority Blackburn Inspection number 876658 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

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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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