Childminder in Lancashire

Inspection date

Previous inspection date 22 April 2015 24 June 2009

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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 provides a welcoming and homely environment. She establishes warm and secure relationship with children, so they have a strong sense of security and belonging. Therefore, children are confident and self-motivated, and when the time comes, they are ready for the next stage in their learning, including school.  The quality of the teaching is good. The childminder provides a broad range of well- planned learning experiences, which cover all seven areas of learning. As a result, children are motivated, keen to learn and make good progress.  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.  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

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This provision is good

responsibilities and the procedures to follow should she have concerns about a child in her care.  The childminder has a level 3 early years qualification. She uses this knowledge and her good teaching skills when adapting activities to meet all children's learning needs.

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It is not yet outstanding because:

 The childminder sometimes misses opportunities to share ideas with parents to enable them to support their children's learning at home.  Older children are provided with fewer opportunities to further challenge their already good understanding of mathematics.

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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

 improve the already good systems for sharing information with parents to ensure they are given information about how to support children's further learning at home  enhance older children's good early mathematical skills, for example, by providing children with a wide range of resources to support them to problem solve, add and subtract.

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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 parents, 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, children's record of development, policies and took account of parental comments provided for the inspection.

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who attend. This is good

The childminder has a secure knowledge of how children learn and develop. The childminder provides children with a broad range of interesting and challenging activities that cover all areas of learning. Children are supported well as the childminder completes regular, detailed assessments of their development. She understands the importance of working in partnership with parents and gathers comprehensive information about children's starting points, individual interests and needs. However, she has not yet developed effective strategies to offer more information to parents to support children's learning at home. The childminder manages the routines of the day to give children good opportunity to play at their own pace, in an unhurried and relaxed manner. Children use dough, cutting out different sizes of wheels for different types of vehicles. They take turns, concentrate and cooperate. The children compare the shapes, size and colour of the

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who attend. This is good

wheels and are excited to discuss what a tractor is used for. However, there are opportunities to improve the use of numbers in the environment for older children. For example, currently there are limited collections of interesting things to sort, order, count, add and subtract in their play. The childminder names many resources and asks open- ended questions, which encourage children to think and practise their developing language skills. She routinely extends children's vocabulary by introducing new words.

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good

Babies and 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 emotional well-being. 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. She praises their successes in order to enhance their self-esteem and motivation to learn. The childminder consistently gives priority to the safety of children and effectively supports children's growing understanding of how to keep themselves safe.

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provision is good

The childminder understands her responsibilities in meeting the learning and development requirements, and how to keep children safe. She completes risk assessments of her home, any outings and ensures she take steps to reduce any hazards. 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 to further improve the outcomes for children. Therefore, all children are making good progress from their starting points. The childminder's self- evaluation is effective and takes into account the views of parents, and the children, expressed through verbal feedback and questionnaires.

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Setting details

Unique reference number 308452 Local authority Lancashire Inspection number 864898 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 10

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Name of provider

Date of previous inspection 24 June 2009

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Telephone number

The childminder was registered in 1996 and lives in Great Harwood, Lancashire. She operates, all year round from 7.30am to 5.30pm, Monday to Friday, except bank holidays and family holidays. The childminder holds a relevant level 3 qualification.

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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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