Pritchard, Debra Doreen

Pritchard, Debra Doreen

Unique reference number (URN): EY244976 Address: 24 Tintern Close, Baxenden, Accrington, BB5 2TH Type: Childminder Registered with Ofsted: 12/03/2003 Registers: EYR, CCR, VCR Registered person: Pritchard, Debra Doreen

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Expected standard

All children achieve well from their individual starting points, taking into account their age and stage of development. This includes children with specific health needs and those with special educational needs and/or disabilities. All children develop appropriate knowledge and skills across the curriculum, including physical skills and an early understanding of number and mathematical concepts. They develop confidence in their communications, can articulate their needs and ask for help where they need it. This secures a sound foundation for their future learning. Overall, all children are ready for the next stage of their education. Children develop independence and social skills and are well prepared to thrive in life.

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Behaviour, attitudes and establishing routines Expected standard

The childminder supports children to understand expectations in an age-appropriate manner and to develop positive attitudes towards their learning. There are clear routines in her home that children understand, contributing to the calm and positive environment. They listen carefully to instructions, and she helps them to understand why boundaries are important and are in place. The childminder has established a supportive and fun environment that is conducive to children's learning. This, along with support for parents, helps to promote consistent attendance. The childminder helps children to form attachments and friendships with adults and other children. She supports them to understand and manage their emotions and feelings, learning to share and take turns with their friends. For instance, children delight as they play together, talking about and comparing the toy sea creatures and dinosaurs. Children with barriers to their learning are included and supported well to

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Behaviour, attitudes and establishing routines Expected standard

participate and manage routines that are adapted to meet their needs.

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Children's welfare and wellbeing Expected standard

Overall, the childminder's practice supports children's welfare and wellbeing, including positive practice around eating and sleeping. The environment is welcoming, and resources are appropriate and plentiful. Children with individual challenges, such as those with special educational needs and/or disabilities, are included and participate fully. They form attachments with others and benefit from support for their development. All children enjoy learning both indoors and outside. Their health and physical development are promoted through active play and healthy eating. Mealtimes promote children's social skills well as they sit together with the childminder and engage in discussions about their day. The childminder supports children and families with oral health care. Children learn more about emotional wellbeing through discussions, clear expectations and boundaries.

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Children's welfare and wellbeing Expected standard

On occasion, there are inconsistencies in support for children's understanding of the importance of health and hygiene practices and in helping them to learn more about their bodies. For instance, children do not always learn about privacy needs during nappy changing routines.

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Curriculum and teaching Expected standard

The childminder understands how to plan and design a broad curriculum to support and promote children's learning. She uses her extensive knowledge and experience to monitor and assess children's progress and to decide what they need to learn next. The childminder's interactions with children are sensitive and supportive. She is responsive to their needs and helps them to build their knowledge and skills sequentially. The childminder understands how to adapt her teaching to help children with barriers to their learning to thrive. She is mindful of children's individual needs and ensures that they are fully included and well supported in their learning. She ensures that all children are aware of how best to communicate so that others can understand and join in, where some children have hearing needs, for instance.

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Curriculum and teaching Expected standard

The childminder supports children's communication and language development well through songs and stories, extending their vocabulary and confidence. She weaves mathematical learning through children's play and offers continual support for children's social and emotional understanding and skills. Children interact with others at groups and develop their physical skills as a result of the childminder's thoughtful planning. For example, children who are less confident soon learn to climb large play equipment with the childminder's support. They enjoy outdoor play and learn about their community and local area through trips and outings. Children learn independence and key skills in readiness for the next stage of their education.

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Inclusion Expected standard

The childminder understands children's individual needs. She identifies and supports emerging gaps to help children catch up where possible. She works hard to overcome and reduce barriers to children's learning, such as for children with special educational needs and/or disabilities and those with specific health needs. The childminder makes sure that children with mobility needs have the equipment and space they need to access all resources, for instance. The childminder works closely with parents and carers and with other professionals to ensure timely and appropriate support for children's circumstances and needs. The childminder makes sure she has the skills and knowledge to support all children. This helps all children to make progress from their starting points. The childminder monitors children's progress and uses appropriate methods of assessment to measure the impact of interventions. She understands how to use and monitor additional funding to

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Inclusion Expected standard

benefit children's learning and development. The childminder helps all children to understand the differing needs of others and to be supportive of each other's similarities and differences.

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Leadership and governance Expected standard

The childminder has professional relationships with other practitioners to share ideas and practice, supporting her in her role. She sources training to enhance and extend her knowledge and understanding of her role in general and to support individual children's needs as required. The childminder works with health and educational professionals involved in children's care to ensure that they have consistent support and experiences. Relationships with parents and carers are supportive, and they are included and involved in their children's learning. The childminder is mindful of her local area and community and helps children to engage well within it. She also helps children to understand more about the wider world through age-appropriate experiences and discussions.

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Leadership and governance Expected standard

While the childminder is mindful of the need for continual improvement, her evaluations of her provision and practice are generalised and do not always identify specific areas to improve on. This hinders how well she can enhance her practice to support individual children or specific areas of learning, for instance.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

The childminder supports all children to enjoy their time in her care and in her home. They learn the skills and knowledge they need to thrive in life and in readiness for the next stages of their education. Children make appropriate progress across all areas of the well- considered curriculum. They are confident and engaged in their learning, enjoy their interactions with the childminder and build friendships.

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What it's like to be a child at this setting

Children demonstrate feelings of security with the childminder as they invite her into their play. They happily play independently and also keenly join planned activities. They demonstrate concentration and focus in their play. Children enjoy discussing activities they have done as they look at photos of themselves displayed in the childminder's home. This helps them to feel that they and their families are welcomed and valued. Children benefit from outings and trips in the local area and from group sessions where they socialise in larger groups and with children of different ages and from different backgrounds. This helps them to understand more about their world.

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What it's like to be a child at this setting

The childminder understands the individual circumstances of each child and family and works hard to support their needs. She works closely with parents and carers and with other health and educational professionals. This helps to ensure that all children, including those with health needs and special educational needs and/or disabilities, thrive and flourish. Children with health needs overcome challenges with the childminder's support and begin their education in school with confidence.

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Address:

24 Tintern Close Baxenden Accrington BB5 2TH

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Address:

Registered person: Pritchard, Debra Doreen

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 17:30

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Next steps

The childminder should consider and develop practice further to help children understand more about their bodies, health and privacy. The childminder should further develop systems to evaluate strengths and areas to improve in her provision, and target these more precisely to bring about continual improvement.

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About this inspection

The inspector spoke with the childminder and the children during the inspection.

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About this inspection

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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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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