Blackwell, Amanda Donna

Blackwell, Amanda Donna

Unique reference number (URN): 2762744 Address: 20 Arnhem Road, Preston, PR1 4QN Type: Childminder Registered with Ofsted: 07/12/2023 Registers: EYR, CCR Registered person: Blackwell, Amanda Donna

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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

Children develop their independence and ability to care for themselves as they skilfully use knives during snack time. They carefully chop their fruit and enjoy receiving praise for their achievements. Children who speak English as an additional language achieve well as their home language is integrated into the language used within the setting. As a result, children who speak English as an additional language continue to learn and develop at age and stage expectations.

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Achievement Expected standard

Children develop their fine motor skills, for example, through scooping coloured pasta shells into cake cases. They use mathematical language as they count and discuss size and weight. Children transfer this mathematical language into their role play as they count the prams and discuss the doll's weight being 'too heavy'. Children play with confidence as they demonstrate a deep empathy when caring for the dolls as they rock the pram and feed them. Children are settled as they move around the different activities available. They are becoming skilful communicators and are developing confidence in social situations as they chat to one another and the childminder.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has established a welcoming environment where children display turn- taking and empathy. Children are praised for being respectful as the childminder sets high expectations for their behaviour. Children engage calmly and invite each other into their play, such as at story time, as they share books and explore illustrations together. This creates a very peaceful environment where children are able to learn alongside each other. The childminder praises children for trying new foods during snack time, which encourages children to try new things. Children model this language and praise among themselves as they observe each other trying new things.

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Behaviour, attitudes and establishing routines Expected standard

Children enjoy construction activities where they build with large blocks. They remain engaged and focused for a long period of time. The childminder encourages children to count and identify the different colours of the blocks. Children show a willingness to learn new things and demonstrate a positive 'can-do' attitude.

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Behaviour, attitudes and establishing routines Expected standard

The childminder prioritises regular attendance and promotes this to parents through daily feedback, highlighting the learning for the next session. Parents comment on the flexibility of the childminder and how this supports them to keep their child's attendance high. As a result, children continue to make consistent progress throughout their sessions.

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Children's welfare and wellbeing Expected standard

Children enjoy outdoor play and exploring the local area. Children access different modes of transport, such as buses and trains. This enriches children's experiences as they travel to new places. The childminder promotes lots of physical activity throughout the day as she engages children in gymnastics sessions, dancing and climbing. Children explore different ways to develop their gross motor skills as they climb, run and build large dens. Children also use large stepping stones to walk across, developing their balance and coordination. Children participate enthusiastically in different action songs such as 'Sleeping Bunnies' and 'Head, Shoulders, Knees and Toes' as they jump, dance and identify different body parts. Children choose their own songs to continue this activity, showing their love for singing.

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Children's welfare and wellbeing Expected standard

Scooping and pouring activities with pasta shells support children in their fine motor development. Children use different sized scoops and tweezers to transfer the pasta from the tray to cake cases and baking trays. Children are taught about healthy eating as they enjoy their snack. Children understand the importance of rest as they say 'I'm tired now' and sit down with a cushion and a story. The childminder provides calm, quiet spaces for children when a rest is needed. This allows children time away from the busier environment and, as a result, children are ready and prepared to learn and engage in activities.

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Curriculum and teaching Expected standard

The childminder provides a wide variety of learning opportunities, for example, through stories, activities, local family hub sessions and weekly gymnastics classes. Children access books and handle them with care. Children share the pictures of the animals and the different sounds they make with the childminder. The childminder recognises a priority for outdoor learning and so encompasses this into her daily teaching. Children enjoy daily walks and trips to the local park. As a result, children develop their gross motor skills and understand the importance of physical health and exercise.

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Curriculum and teaching Expected standard

The childminder has a clear understanding of what she wants children to learn during their time at her setting. She explains how she is able to adapt to the different ages and stages of development through her daily planning. The curriculum is adapted to meet the needs of all children. Mathematical language is used consistently throughout different learning activities and through play to promote confidence and understanding in mathematics. As a result, children count consistently, use language of size and discuss different colours they see.

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Curriculum and teaching Expected standard

The childminder speaks warmly with children throughout activities and challenges their learning. However, the childminder sometimes asks questions in quick succession. As a result, children do not always have the time to process and are sometimes not able to respond to questions asked. Occasionally, the childminder lacks confidence and does not always immerse herself fully in children's play. This can prevent children from extending their play further, as their experiences are sometimes limited.

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Inclusion Expected standard

The childminder has created a positive and inclusive environment. She liaises well with different agencies to ensure children receive the support they need. The childminder forms bonds with each child and is able to understand their uniqueness. She continues this personal approach through close monitoring and assessment. This supports the childminder to identify next steps in children's learning across all areas of the early years foundation stage. The childminder establishes strong relationships with parents. She asks parents to provide specific words from their home language to use in daily routines. For example, the childminder asks for the different words to support her next learning topic of 'colours'. The childminder celebrates different cultures and their festivities. As a result, children enjoy different activities such as food tasting and mark-making in honour of their different cultures and traditions.

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Inclusion Expected standard

The childminder ensures the learning environment is suitable for all stages of development. She creates additional quiet spaces away from the main room. This provides children with a calmer environment where they can make their own choices to rest when needed. As a result, children are supported to understand and regulate their feelings in an appropriate and safe space, improving children's overall behaviour and ability to learn.

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Leadership and governance Expected standard

The childminder is passionate about explaining her role and the importance of knowing children and their individual needs. She recognises that her relationships and knowledge of children and their families are a strength of her provision. The childminder aims to provide life skills and learning experiences to all children through her curriculum and leadership. She has completed all mandatory training, but is yet to undertake additional training to further improve the quality of provision. The childminder recognises that further training opportunities will enhance her practice further so that high-quality interactions are consistent and embedded into her practice.

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Leadership and governance Expected standard

The childminder has positive relationships with all parents, with some expressing that they are 'blessed their child attends'. She prioritises feedback and communication regarding their child's learning each day. The childminder is professional and respectful in her communication and working manner, which creates a positive and caring working environment.

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Leadership and governance Expected standard

The childminder and staff work well together. She provides feedback throughout the day and they converse frequently to effectively manage the workload. As a result, wellbeing is carefully considered. However, due to her occasional lack of confidence, the staff are not always able to observe how to further challenge and extend children's learning.

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

The childminder provides a warm and welcoming learning environment. Children are settled, happy and confident in their learning. Children show an awareness of routines. For example, as they finish in the bathroom they walk straight to the sink saying 'wash hands now'. Children are encouraged to be independent as they chop their own fruit for snack. They are encouraged to choose their own books for story time and to make their own decisions about what they want to play with during free play. This allows children to explore and to develop their own interests. Children access a range of toys and create playful experiences, inviting each other to join in. For example, children play with the dolls in the pram and together create a role play of caring for the babies. This develops children's imagination and social skills as they enhance each other's ideas and communicate effectively. Children also invite

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

the childminder into their play, offering the doll's blanket to fold and the baby to rock.

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

Children repeat the respectful language and warm tone within their play that the childminder models throughout. Children are confident in asking the childminder for support when needed, for example, with toileting or cutting of their fruit. Children know where to keep their own belongings from home along with their comforters and can access these easily. Parents express how settled their child is and how they 'run to the door' each morning.

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

The childminder understands individual children well and knows how best to support them to achieve their full potential. The childminder cares for multiple children who speak English as an additional language. She provides examples of their home languages, specifically focusing on healthcare routines such as toileting and for transitional times. For example, the childminder will speak in children's home language and then repeat in English for 'snack', 'toilet' and 'sleep'. The children respond well to this and have been able to toilet train effectively with the childminder. Children show confidence in transitions, knowing what is happening next and what is expected of them. This allows for smooth transitions across the routine of the day and means that children are happy, settled and secure.

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Next steps

The childminder should further strengthen her ability to provide high-quality interactions, such as her questioning skills, and embed these within her practice. The childminder should engage in further professional development opportunities to develop her confidence and help raise the quality of the provision further.

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Address:

Registered person: Blackwell, Amanda Donna

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Address:

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

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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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About this inspection

The inspector spoke with the childminder and her assistant 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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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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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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