Beverly Jackson

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

The childminder creates a warm and friendly environment that is inviting and interesting. Children appear very settled and happy. They choose different things to play with and happily invite others to join in their play. Children delight in making pretend cups of tea and cooking pizza in the role-play area. Children have built close attachments to the childminder. They sit on her knee as she reads to them and lay their head on her shoulder, showing they feel secure.

p.2

The provision is good

The childminder has high expectations for all children. She consistently encourages children to try things independently before offering help. Children use knives with confidence as they cut up fruit and carefully concentrate as they learn to use scissors. The childminder is a positive role model and consistently promotes good behaviour. She sits beside children on the floor and enthusiastically joins in their play. Positive behaviour is consistently encouraged. Older children help younger children and they enjoy working together to tidy things away. All children demonstrate positive attitudes to learning and are eager to explore a range of different resources. Children have been well supported through changes in their routine due to the COVID–19 pandemic. They understand the importance of handwashing throughout the day.

p.2

need to do better?

n The childminder offers an imaginative curriculum with interesting activities which engage children in play and learning. The childminder has a clear idea of where children are in their development and what she can do to help them develop further. Activities are led by children's interests and have a real purpose. Children recently asked about what birds eat during the winter, which led to children making their own bird feeders and hanging them in a local wooded area. n Communication and language is consistently promoted throughout the day. The childminder sings songs, reads stories with repetitive text and provides a running commentary. The childminder poses questions to help challenge older children. Children are confident communicators and are able to express their ideas. For example, children comment, 'I like all the toys here'. n The childminder promotes all areas of learning well and children experience a

p.2

need to do better?

varied curriculum. Children develop physical skills through making their own play dough and learning to use scissors. Children express their imagination through painting, making models and taking part in role play. Children delight in using construction blocks to make princess castles. Overall, mathematics is promoted well. Children count out loud and learn about shapes. However, opportunities for children to understand the meaning of numbers are not as established. n The childminder places the needs of children first at all times and fully

p.2

need to do better?

2 December 2021 understands children's individual needs. She supports children who are anxious when they experience something new for the first time. Children are very settled in her care. For example, they laugh as she makes 'silly voices' as they have their nappy changed and smile broadly as the childminder praises them. These care practices have a positive impact on children's emotional well-being. n Parent partnerships support children's overall development. Information about children's needs and ideas for activities to do at home are regularly shared. This provides a consistent approach for children. Parents are very complimentary about the care their children receive. For example, they write 'my child thrives in this warm and nurturing place' and 'the childminder's passion for childcare shines through'. n Partnerships with other professionals are in place. The childminder meets regularly with other childminders so that children can form a wider circle of

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need to do better?

friends. When this is not possible, the childminder and children take part in online activities, such as singing sessions. n The childminder attends regular training opportunities and receives support from the local authority adviser. She reflects and evaluates on the activities she provides for children. However, she does not consistently evaluate her practice to identify a clear plan for how she can improve outcomes for children even further.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder understands the importance of safeguarding children and has effective policies and procedures to help to keep children safe. She knows who she would report concerns to about a child's welfare. The childminder attends regular training and keeps herself up to date with local safeguarding issues. She checks the environment every day before children arrive to ensure areas are safe for children. She teaches children about personal safety. For example, she teaches younger children to hold onto the buggy when they go for a walk and teaches older children about road safety.

p.3

should:

n expand opportunities for children to build on their mathematical skills, particularly in understanding numbers n enhance processes of self-evaluation, in order to identify key areas which will develop teaching and learning to the highest level.

p.3

Setting details

Unique reference number EY552989 Local authority Blackburn with Darwen Inspection number 10174499 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 5 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2017. She operates from 8am to 6pm, Monday to Friday, all year round, except for bank holidays and family holidays.

p.4

Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The childminder showed the inspector the premises and discussed how they ensure it is safe and suitable. n The childminder spoke to the inspector about their intentions for children's learning. n The inspector observed the quality of education being provided and assessed the impact this was having on children's learning. n The childminder and the inspector discussed how the curriculum had been implemented and the impact this has had on children's learning. n The childminder provided the inspector with a sample of key documentation on request. n The inspector took into account the views of parents through written comments.

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Inspection activities

2 December 2021 We carried out this inspection 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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Inspection activities

2 December 2021 regulates and inspects to 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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