Shipperbottom, Tina

Inspection date

Previous inspection date 11 May 2015 29 March 2011

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This inspection: Good 2

Previous inspection: Good 2 How well the early years provision meets the needs of the range of children who attend Good 2

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This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

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This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

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This inspection: Good 2

The setting meets legal requirements for early years settings

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This provision is good

 The childminder clearly understands how to support children successfully in their learning and development. She demonstrates effective teaching skills and is able to extend their learning and thinking through effective questioning and good-quality activities.  Partnership working with parents is very effective. Parents are successfully involved in their children's learning and they are kept very well informed of their ongoing achievements. The consistent approach makes a strong contribution to children's care, learning and progress.  The childminder organises a broad range of well-planned activities for children, which supports them to make good progress in their learning.  Children are independent in their learning because the childminder encourages them to do many things for themselves. They are confident to access support from her as she is friendly and approachable.  The childminder has a clear drive for continuous improvement of her service. As a

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This provision is good

result, learning outcomes for children continue to improve.  Children are well protected because the childminder has a good knowledge and understanding of the safeguarding and welfare requirements. She is fully aware of her responsibilities and the procedures to follow should she have concerns about a child in her care.

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It is not yet outstanding because:

 The childminder does not consistently promote partnerships with other settings and providers of the Early Years Foundation Stage.  Print is not always used to best effect to help children to develop their understanding that words have meaning.

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What the setting needs to do to improve further

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

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What the setting needs to do to improve further

 extend partnerships with all providers of the Early Years Foundation Stage where children attend, to promote consistency of care and learning  enhance children's good early literacy skills and their understanding that words have meaning, for example, by increasing the amount of print displayed in the environment, such as signs and labels on storage boxes.

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Inspection activities

 The inspector observed activities in the designated rooms, and viewed the resources and equipment available to the children.  The inspector spoke with children and the childminder at appropriate times during the inspection.  The inspector undertook a joint observation with the childminder.  The inspector looked at a selection of documents, including children's records, policies, procedures, and evidence of the suitability of the childminder and adults living on the premises.  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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who attend. This is good

The childminder has a secure knowledge of how children learn and develop, which supports her to meet children's needs. She understands the importance of working in partnership with parents and gathers comprehensive information about children's starting points, individual interests and needs. She uses this information effectively to help children to make good progress in preparation for school and the next steps in their learning. The childminder manages the routine of the day to give children a good opportunity to play at their own pace, in an unhurried and relaxed manner. Children build a train track together; they take turns, concentrate and cooperate. They discuss the shapes and colours of the trains and push them along the track. The childminder names many resources and asks questions, which encourage children to think and practise their developing language skills. The childminder routinely extends children's vocabulary by introducing new words.

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who attend. This is good

However, she does not use print enough to effectively promote literacy. For example, signs and labels on storage boxes are not used to help children to develop an understanding that words have meaning.

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good

Children are confident and motivated to learn. They thoroughly enjoy their time with the childminder and new children settle in very well. The childminder works closely with parents to ensure she follows children's daily routines and care practices, such as sleep times. This supports children's physical needs and well-being. The childminder is sensitive to children who have just woken up and gives them plenty of time to adjust to the environment, offering cuddles and reassurance. She is a good role model and provides children with clear reminders of expectations of appropriate behaviours. As a result, children show kindness to others and learn to understand how to share and take turns. The childminder consistently gives priority to the safety of children and effectively supports their growing understanding of how to keep themselves safe.

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provision is good

The childminder is qualified, giving her a secure knowledge of the learning and development requirements, and how to keep children safe. Self-evaluation is thorough and accurate. The childminder regularly reflects on her practice and skills, and uses feedback from parents to help identify areas for improvement. She undertakes regular training and professional development to improve the quality of teaching and to understand how children learn. This training has a positive impact on her continuous evaluation of her practice and children's progress, to further improve the outcomes for them. There are robust safeguarding policies in place, which are fully understood by the childminder. She advocates that all parents should be involved in their children's learning. The childminder understands the importance of making links with other settings children attend, however, this is not always consistently done to ensure continuity of learning.

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Setting details

Unique reference number 500930 Local authority Blackburn Inspection number 869107 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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Name of provider

Date of previous inspection 29 March 2011

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Telephone number

The childminder was registered in 2001 and lives in Darwen, Blackburn. She operates all year round from 6am to 5.30pm, Monday to Friday, except bank holidays and family holidays. The childminder holds a qualification at level 3.

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Telephone number

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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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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, safeguarding and child protection.

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Telephone number

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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Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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