Childminder in Blackburn with Darwen

Inspection date

Previous inspection date 04/11/2014 23/05/2014

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early years provision

This inspection: 2 Previous inspection: 4 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

 Teaching is good and children benefit from having access to a wide range of stimulating resources, which are relevant to their interests. Consequently, children make good progress, given their starting points, and are well prepared for the next stage in their learning.  The childminder is clear about her role in safeguarding children and is aware of the action to take and who to contact should she have any concerns regarding their welfare.  The childminder builds strong relationships with parents from the start, enabling them to work in partnership to support children's well-being and learning. Therefore, children settle quickly into her care and form secure attachments.  The childminder has a clear drive for the continuous improvement of her service. As a result, learning outcomes for children continue to improve.

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It is not yet outstanding because

 Opportunities to further develop children's understanding of their emerging independence skills through daily routines are sometimes missed.  There are fewer opportunities available to increase children's early mathematical 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 observed activities in the designated rooms and viewed the resources and equipment available to the children.

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Inspection activities

 The inspector spoke with the childminder at appropriate times during the inspection and while observing children.  The inspector undertook a joint observation with the childminder.

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Inspection activities

 The inspector looked at a selection of documents, including children's records, children's record of development, policies and procedures and evidence of the suitability of the childminder.

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Inspection activities

 The inspector had detailed conversations with the childminder to establish her understanding of the Early Years Foundation Stage and safeguarding procedures.

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Information about the setting

The childminder was registered in 2011 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her two children in Darwen, Lancashire. The childminder uses a playroom, first floor bathroom, one bedroom and an enclosed rear yard for childminding. There are currently seven children on roll, all of whom are in the early years age range and attend for a variety of sessions. The childminder operates all year round, from 8am to 5.30pm, except bank holidays and family holidays. She takes children out on visits to the park, toddler groups and on the school run. The childminder 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:

 make the most of opportunities to develop children's independence skills through daily routines, for example, by providing clear explanations, such as why they are washing their hands or wearing an apron

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

 increase children's awareness of early mathematical skills, for example, by providing collections of resources that can be counted, matched and sorted in different ways.

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who attend

The childminder has a secure knowledge of the Early Years Foundation Stage and, as a result, children are well supported in their learning and development. The childminder records detailed observations of children as they play and uses the information to make accurate assessments of children's level of development. Observations are thorough and link to different areas of learning. Consequently, the childminder has a good knowledge of individual children and knows how to plan for their next steps in learning. The quality of teaching is good and children learn through a balance of adult-led and child-led activities. The playroom is very well organised, so that children can access the toys easily and independently. Children enjoy choosing from an extensive range of stimulating and exciting activities and resources. However, there are fewer opportunities to increase children's awareness of numbers and counting through matching, counting and grouping

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who attend

objects together. The childminder joins in with the children's play sensitively, encouraging the children to have their own ideas by supporting them to play and explore. As a result, all children are working comfortably within the typical range of development expected for their age. Children are acquiring the necessary skills to be ready for their next stage in learning. The childminder supports children's good communication and language skills. She encourages children to build on their vocabulary by talking to them as they play and by introducing new words and their meaning. For example, as the children play with the painting activity, the childminder paints her hand, explaining that the paint brush tickles. She then encourages the children to copy her, repeating the word tickles. As the children are engaged in their play the childminder sings appropriate songs and praises the children when they join in with the actions. Consequently, children are developing their listening,

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who attend

understanding and speaking skills. Children receive plenty of fresh air and exercise and this contributes greatly to their physical health and well-being. They play outdoors daily, where they enjoy being with their friends, driving the cars and playing with balls. The childminder takes the children to group activities, where they have the opportunity to play with a larger group of children. They go for walks and visit the local park where they use different large play equipment to challenge them further and learn to assess risk to keep themselves safe. This also provides good opportunities for children to explore the community and to learn about the world. Children are developing self-care skills as they learn to manage putting on their apron for painting and washing their hands before eating. However, some opportunities are missed to fully extend their understanding of how to care for themselves. For example, by providing clear explanations about why they

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who attend

need to wash their hands or wear an apron to keep dry.

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who attend

The childminder chats to parents on a daily basis to inform them of the activities their children have taken part in. She collects useful information about what children can do before they start so that she has a clear idea of their starting points. The childminder completes the progress check for children between the ages of two and three years and shares this with parents. This provides them with an accurate assessment of children's progress and identifies any gaps in their learning. Regular discussions with parents about children's development mean parents are well supported to continue children's learning at home.

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

Children are happy and relaxed in the childminder's care and form close relationships with her. The childminder provides a warm, homely environment, which significantly helps children to feel comfortable and emotionally secure. She ensures that children are making strong attachments and bonds with her and that their emotional well-being is consistently supported. The childminder knows the children well and is able to attend to their needs quickly. For example, she recognises when they need reassurance and comfort and children happily approach her for cuddles and hugs when they are tired. This provides children with strong attachments that help them to feel safe and secure and, subsequently, supports their emotional well-being. Settling-in procedures are flexible to meet the needs of the children. The childminder gathers information from parents, concerning their child's individual care needs and routines, and records this in their

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

learning and development files. Consequently, the childminder knows individual children well and the children benefit from consistent care. The childminder shares her knowledge of the children with relevant professionals to support a smooth move to school. The stimulating, well-resourced environment promotes independence and confidence as the children access the resources themselves. Children show good levels of independence, as the childminder has high expectations. For example, children under one year of age are learning to feed themselves. The childminder gives the children lots of praise and encouragement, which builds their self-esteem and confidence and prepares them emotionally for the next stage in their learning and school. Children are learning to follow routines, as they are encouraged to tidy up after activities and before mealtimes. As a result, children also learn about safety and how to take care of resources. The childminder

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

is a good role model and uses explanations that are suitable for the children's ages and stages of development, to provide them with a clear knowledge of acceptable behaviour.

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

Children are developing a good understanding of the importance of a healthy lifestyle. A good range of healthy snacks and well-balanced and nutritious meals are provided, which supports the children to make healthy choices. Fresh drinking water is available to children at all times and the childminder encourages and reminds the children to have drinks throughout the day. As a result, children learn to recognise their own needs and help themselves to water when they are thirsty. Children's physical health and well-being is well promoted by the childminder, who encourages children to be physically active. Younger children are supported to crawl and take their first steps, while older children enjoy using bricks to build towers.

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provision

The childminder has a good understanding and knowledge of how to meet the safeguarding and welfare and learning and development requirements of the Early Years Foundation Stage. As a result, the childminder is aware of potential signs and symptoms of abuse and neglect and has a strong knowledge of procedures to follow if she has concerns about a child. She has attended training, such as first-aid and child-protection, and, therefore, has a thorough and up-to-date knowledge. Since the last inspection the childminder has received a monitoring visit and has successfully addressed all previous actions. The childminder provides activities and a wide range of challenging experiences that support children to make good progress towards the early learning goals. Since the last inspection, the childminder has effectively improved systems to establish children's next steps. As a result, children's individual needs are identified and the information

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provision

gained is incorporated into the plans. The monitoring of educational programmes is secure and ensures all children receive a broad and balanced curriculum. The assessment and tracking of children's progress is accurate and effectively identifies any gaps in learning. As a result, individual children, with identified needs, are targeted and their progress is monitored, so that appropriate support can be provided. The childminder has high expectations of all children and aspires to improve her practice.

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provision

The childminder's self-evaluation takes into account the views of parents and the children, expressed through questionnaires. She fully understands the impact her own childcare knowledge has on the quality of the provision and outcomes for children. Consequently, she is keen to continue her professional development. Since the last inspection, the childminder has improved her practice significantly. For example, she now offers children an extensive choice of healthy, nutritious snacks and meals.

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provision

Partnerships with parents and the local school are well established and result in continuity of care for children. The childminder and parents share information through daily conversations and children's diaries. The childminder has a good understanding of using evaluation processes to monitor the quality of the educational programmes to support children's progress. She has improved her understanding of the learning and development requirements and continues to do so through training, taking advice from other professionals, and then implements her knowledge into her practice. The childminder strives to provide children with all the skills and tools to succeed in their later learning.

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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 EY427118 Local authority Blackburn Inspection number 983261 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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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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