Childminder in Blackburn with Darwen

Inspection date

Previous inspection date 23/10/2014 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

 The childminder uses carefully chosen music, song and rhyme effectively, throughout the day. This enhances children's understanding of routines, as well as supporting their developing listening and attention skills.  The childminder is a good role model and she reinforces children's good behaviour, through plentiful praise and encouragement. As a result, children behave well and are responsive to her sensitive guidance.  The childminder has established positive partnerships with parents. She strives to maintain effective two-way communication with parents, in order to support children's learning and development, while in the setting and at home.  The childminder has a secure understanding of how to keep children safe and she has good procedures and safety practices routinely in place. Therefore, children are safeguarded well.

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It is not yet outstanding because

 There are some variations in practice that are not addressed quickly enough. As a result, consistency in providing the highest quality of teaching has not yet been achieved.  Children who prefer to learn in different ways, such as actively outdoors, are not always provided with opportunities to develop their own ideas and ways of solving problems, in order to develop their thinking 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 checked evidence of the suitability and qualifications of the childminder.

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Inspection activities

 The inspector observed the childminder and assistant engage in a range of activities and care routines with the children.  The inspector held discussions with the childminder and assistant.  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 2013 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two adult sons, in a house in a residential area of Blackburn. The whole of the ground floor is used for childminding and there is an enclosed area for outdoor play. The childminder attends a toddler group and collects children from local schools. She works with an assistant. There are currently seven children on roll. Of these, six are in the early years age group and attend for a variety of sessions. The provision operates all year round from 7.30am to 5.30pm, Monday to Friday, except bank holidays and family holidays. The childminder has a degree in childcare and education.

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

 enhance systems for monitoring the quality of teaching, so that practice is consistently good and children receive learning experiences of the highest quality

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

 provide further opportunities for children who prefer to play and learn outdoors to develop their creative and critical thinking skills by, for example, enhancing the outdoor environment to encourage children to select, combine and investigate resources and solve problems for themselves.

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who attend

The childminder is well qualified and has a very good knowledge of child development and how children learn. Consequently, children develop positive attitudes to their learning, because the childminder provides motivating and nurturing experiences, within a safe environment. This means that children are highly engaged and keen to learn. The childminder extends children's learning experiences by providing regular visits to a local toddler group and children's centre. The childminder provides a broad range of highly stimulating indoor resources that are accessible to children, to support them to explore and make their own choices. For example, babies crawl to the sensory baskets and are supported to select from interesting collections of noisy, reflective and natural materials, which they are fascinated by. However, the outdoor environment is not quite as well planned and resourced, which means that children are not as well supported to develop

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who attend

their creative and critical thinking skills when they prefer to play outside.

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who attend

The quality of teaching is generally good, and consequently, children are supported well in preparing for their next stage in learning. The childminder interacts with children skilfully, valuing their contributions and reinforcing turn taking in conversations. For example, babies make noises and attempts at words, which she listens and responds to perceptively. As a result, babies grow in confidence to speak, as they know she responds to them and understands them. The childminder places strong emphasis on using song and rhyme during activities and daily routines. For example, children show great delight in hearing their names and familiar words being voiced, to the tune of familiar nursery rhymes. This helps to develop children's listening and attention skills. The childminder introduces new vocabulary during play, which supports their understanding of the world and their grasp of mathematical concepts, like size. Children are encouraged to use their

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who attend

senses through a variety of activities. For example, children taste different foods, explore darkness with torches and glow sticks and play with bottles filled with interesting objects. Consequently, children are encouraged to try new experiences and develop their curiosity.

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who attend

The childminder records detailed observations of children's learning and enhances these records with photographic evidence. These contribute to children's individual learning records, which are shared with parents. This means that children's next steps in learning can be focused on at home, as well as by the childminder. The childminder tailors settling- in visits to reflect the needs of each child. She gathers valuable information from parents on entry, so that she has a clear understanding of how to cater for children's specific learning needs, interests and care routines. As a result, the childminder's provision is modified to ensure that children settle quickly and begin to learn and develop from the outset.

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

The childminder provides a homely and welcoming environment for children, which means that they feel safe and secure. She consistently gives children praise and encouragement, while working at their level and joining in with their play. As a result, strong emotional attachments are formed between the childminder and the children. The childminder provides shared experiences daily, so that children can learn about taking turns. Children are relaxed in their play, cooperative and their behaviour is good. This shows that routines and expectations are effectively established. The childminder uses carefully selected music to reflect the mood, at different points in the day. For example, lively music supports active play and calming music is played at meal times. This reinforces the daily routine and contributes to the children's understanding of her expectations.

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

The childminder is knowledgeable about how to help children to learn about and adopt healthy lifestyles. She offers a balanced and nutritious menu, including healthy snacks and drinks. Children are taught about healthy food during meal times and on trips to the local shops. The childminder manages nappy changing very well, ensuring high levels of cleanliness. Consistent routines mean that children are beginning to learn about self-care and personal hygiene, such as regular hand washing. The childminder supports children to learn how to keep themselves safe. For example, she reminds children to take care when playing alongside one another with building blocks. The childminder promotes children's physical health well, by providing daily opportunities for outdoor play. She also takes children to visit the local playgroup, the park and play centres. The childminder takes care to continue the routines children have at home. This means that, for example, their sleep

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

routine is maintained and they settle themselves quickly because the routine is familiar.

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

The childminder understands how to prepare children for the next stage of their development, offering a balance of nurture and challenge appropriate to their stages of development. Young children are encouraged to develop their independence. For example, the childminder gives them the opportunity to feed themselves with a spoon at meal times. This builds on their developing self-help skills. The childminder is knowledgeable about how to prepare children, as they approach the time to move to school. For example, she understands the importance of school visits to help children to become familiar with the new environment and she makes sure that children have the skills they need to cope well with the changes ahead.

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provision

The childminder has a strong understanding of the requirements of the Early Years Foundation Stage. She is highly qualified, attends regular training and is very experienced. As a result, the activities and experiences that she provides for children are matched to their levels of development. The childminder understands how to use observations and assessments to track children's progress. This means that she is able to promptly identify any gaps in learning and she knows how to put in place any additional support that is needed, through working closely with other professionals. Consequently, she has a positive impact on children's learning.

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provision

The childminder fully understands her role in ensuring that the safeguarding and welfare requirements are met. She has completed relevant child protection training and has good knowledge of safeguarding and child protection procedures. Appropriate Disclosure and Barring Service checks have been undertaken on adults living or working on the premises. The childminder holds a current first-aid certificate and has thorough procedures for the administration of medicines and reporting of accidents. She carries out regular fire evacuation practises and conducts daily checks on the environment, to enable children to learn and play in safety.

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provision

The childminder places high importance on improving the well-being and education of the children in her care. She involves parents in her self-evaluation, to support the identification of strengths and areas for improvement. For example, she has plans in place to develop individual learning bags, tailored with activities to support children's specific next steps in learning.

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provision

The childminder has a positive working relationship with her assistant. She has guided her assistant through a comprehensive induction process and has supported her to identify further training opportunities to develop her practice. However, systems for monitoring the quality of teaching are not yet embedded, to ensure consistency. Therefore, sometimes children experience variation in the standard of teaching practice.

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provision

The childminder is fully committed to engaging parents in their children's learning. As such, she has effective arrangements in place for purposeful two-way communication with parents. These include, daily face-to-face contact, a written, daily diary, emails, access to secure, online records of children's learning and a newsletter. The childminder understands her responsibility to carry out and share with parents, a written progress check for children aged between two and three years. Parental views collected through regular questionnaires, speak highly of the childminder's practice. For example, parents say that they feel reassured knowing that their children are in a calm, caring, stimulating and educational environment. The childminder also actively encourages parents to share information about children's achievements and interests at home, through a variety of methods. Consequently, parents feel respected, valued and fully engaged in their

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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 EY463352 Local authority Blackburn Inspection number 943004 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 7

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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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