Childminder in Blackburn with Darwen

Inspection date

Previous inspection date 27/11/2014 19/05/2009

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early years provision

This inspection: 2 Previous inspection: 2 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 learn to socialise well with each other, because the childminder is skilled at managing their behaviour. He uses a good range of strategies and is a strong role model, consistently demonstrating respect, consideration and fairness.  Children have great fun with the childminder as he skilfully joins in with and supports their rich, imaginative play. He supports all areas of learning naturally with them as they play and chat.  The childminder understands how to protect children from harm and the children show in their behaviour that they feel safe and secure with him.  The childminder, co-childminder and parents work well together to support children. As a result, they are happy, confident and settled.  The childminder works very effectively with his co-childminder and between them they deliver a strong service to children and families. They work together to continue to improve their practice and provision.

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It is not yet outstanding because

 Older and more able children are not always supported as effectively as possible to further develop their skills because the childminder does not always respond rapidly when they make progress quickly.

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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 and spoke to the children, the childminder and the co-childminder at appropriate times throughout the inspection.  The inspector had a tour of the areas of the premises available for childminding.

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Inspection activities

 The inspector conducted a joint observation with the childminder and co- childminder.

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Inspection activities

 The inspector looked at assessment records and planning documentation used to support children's learning.

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Inspection activities

 The inspector checked evidence of suitability of the members of the household, the childminder's qualifications and discussed his self-evaluation and improvement plans.

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Inspection activities

 The inspector took account of the views of parents from information included in the childminder's own parent surveys.

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Information about the setting

The childminder was registered in 2006 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. He lives with his wife and their two children in Darwen, Lancashire. His wife is also a registered childminder and they work together from the same property. The whole of the ground floor and an upstairs bathroom are used for childminding and there is an enclosed outdoor area available for outside play. The family have a pet cat. The childminder takes and collects children from local schools and pre-schools. The childminder minds with his wife and they currently have eight children on roll, seven of whom are in the early years age range. Children attend for a variety of sessions. The childminding provision operates all year round, from 8am to 5.30pm, Monday to Friday, except bank holidays and family holidays. The childminder has an appropriate early years childcare qualification at level 3. He is able to provide funded early

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Information about the setting

education for two-, three- and four-year-old children.

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

 enhance older children's already good progress, by rapidly consolidating and building on what they have recently learnt to do.

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who attend

The childminder understands how to promote young children's development well. He talks and plays with them throughout the day, naturally developing their knowledge and skills in all areas of learning. For example, they learn about their bodies as he answers their questions about the purpose of eyelashes. The childminder respects their questions and gives them accessible, informative answers and, as a result, children are keen learners, frequently asking questions and demonstrating their knowledge. Children enjoy rich, imaginative play because the childminder skilfully joins in with them, supporting and extending their ideas and themes. Consequently, their communication skills, thinking skills and imaginations are developing very well and they have lots of fun. He shows that he respects and values children's ideas and his interactions with them are very natural, so they enjoy playing and learning with him.

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who attend

The childminder and his co-childminder work closely together to track children's development and make sure that they are all making good progress towards the early learning goals. He knows every child well, but for assessment and planning purposes, he focuses on particular children, to provide more individual support. The childminder regularly assesses their progress and plans for the next steps in their learning. He shares this information with his co-childminder and they provide activities and opportunities to meet each child's needs. Consequently, children make good progress in all areas of learning and are developing all of the key skills for the next stage of their learning and their move to school. Sometimes, when older and more able children make progress quickly, the childminder does not respond rapidly to consolidate and build on what they have just learnt and so they do not maintain their rapid progress.

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who attend

The childminder works closely with his co-childminder to share information with parents. They use a variety of methods to share information on children's interests and development, including conversations, online diaries and photographs. This helps parents and the childminders to support children's learning. The childminders work together to complete the progress check for children aged between the ages of two and three years. They share these with parents so they have a clear understanding of their child's development at this age and can easily share the information with other professionals, such as health visitors.

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

Children enjoy their time with the childminder and have good relationships with him, because he is fun to play with and takes good care of them. They show in their behaviour that they feel safe and secure with him. Children learn to share and play well with each other, for their age, because the childminder is skilled at managing their behaviour. He uses a good range of strategies and is a strong role model, consistently demonstrating respect, consideration and fairness. This provides strong support for their emotional well- being and consequently children are confident and happy. The childminder has consistent expectations, which children respect. For example, they all work together to tidy the toys away quickly and effectively, because the childminder gives them clear, calm instructions and explanations. He gives children plenty of opportunities to do things for themselves and respects their choices, which builds their independence skills and their self-esteem.

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

The childminder works closely with his co-childminder to create a welcoming, child-friendly space with a wide range of resources for children to choose from. Consequently, children enjoy making choices about how to spend their time. They also enjoy a wide range of outdoor activities and outings, such as regular visits to local parks and groups. These outings provide good support for their emotional and physical well-being. For example, they learn to socialise with other children and adults, and learn to climb and explore larger spaces safely. Their awareness of personal safety and risk is promoted well, because the childminder gives them appropriate explanations and supervision. Children enjoy exercise, fresh air and healthy meals and snacks, which helps them to develop healthy habits.

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

Children are supported well when they move to the setting, because both childminders work together with parents. They encourage them to use settling visits so that children build good relationships with both of them quickly. The childminder helps children as they prepare to move on to school, for example, by playing pretend schools with them and by helping them become familiar with the school buildings when they go with him to collect older children. This builds their confidence and their understanding of the concept of school. Children are developing all of the skills and confidence they will need for their move to school, because the childminder and his co-childminder work well together to provide strong support for all aspects of their well-being.

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provision

The childminder understands how to care for and support children and he meets his responsibilities in relation to the requirements of the Early Years Foundation Stage. He regularly undertakes training to maintain his knowledge of good safeguarding practice and he demonstrates a good understanding of the indicators of abuse. The childminder knows what to do if he has concerns about a child in his care. He works closely with his co- childminder to assess and manage risks to children's safety. Consequently, children are supervised well and kept safe from harm. The childminders have a comprehensive set of polices, which support their good practice. These are shared effectively with parents so that they have a clear understanding of how the setting is run.

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provision

The childminder and his co-childminder work closely together as a strong team and their different strengths complement each other well. This has a positive impact on the well- being of children and the progress that they make. They regularly review children's development and work together to plan activities. The childminder is well qualified and he identifies when he needs to access further information, in order to develop his knowledge to support children's specific needs. He has recently attended a story-telling course and, as a result, he has many ideas to introduce to further enhance children's communication, language and literacy skills. The childminders work together to evaluate their provision, particularly in relation to children's learning, and they use this to plan for improvement.

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provision

The childminders work together to build strong relationships with families, which support children well. Parents state in the childminders' parent surveys that they consider the setting to be very good. They are very happy with the care children receive and the progress that they make. The childminder works together with other professionals when he takes and collects children from school and nursery. He shares information with them about children's current interests, behaviour and development. This supports children's well-being and learning, because the adults caring for them understand their current needs well.

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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 EY338048 Local authority Blackburn Inspection number 862754 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

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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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