Childminder in Lancashire

Inspection date

Previous inspection date 29 April 2015 14 November 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 quality of teaching is very good. The childminder gets to know children as unique individuals and she provides stimulating experiences that meet their specific needs and interests. As a result, children are inquisitive and motivated to learn.  The childminder has clear routines in place which children are motivated by, because they know what to expect. She has built strong relationships with children so they feel emotionally secure in her care. As a result, children are responsive to the childminder's reminders and they behave very well.  The childminder has a strong understanding of her role to safeguard children and she has good safety practices routinely in place to protect children from harm.  The childminder has a good understanding of child development and she puts in place the requirements of the Early Years Foundation Stage. Her qualifications and training have a positive impact on her teaching and she is committed to continuing to improve

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This provision is good

by attending regular training.  The childminder seeks the views of parents and incorporates the interests of children when evaluating her practice and creating action plans for future developments.

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It is not yet outstanding because:

 The childminder does not routinely encourage children to try to do things by themselves when dressing and undressing.  The childminder does not always explain to parents precisely how to guide their children's learning at home.

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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 opportunities for children to develop their independence skills during dressing and undressing routines, for example, by encouraging them to take their own shoes off  strengthen the already good partnerships with parents, by devising even better methods of precisely informing parents about how to guide children's learning at home.

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Inspection activities

 The inspector checked evidence of the suitability and qualifications of the childminder.  The inspector observed the childminder engage in a range of activities indoors and outdoors.  The inspector observed care routines with the children.  The inspector held discussions with the childminder.  The inspector looked at a selection of policies and procedures.  The inspector conducted a joint observation with the childminder.

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who attend. This is good

The childminder provides an enticing environment and she skilfully engages children's interest. For example, she makes marks in wet sand with truck tyres and children are immediately motivated to try it by themselves. The childminder encourages children to be inquisitive, drawing attention to the natural world. For example, children are fascinated to hear the pouring rain on the roof, and they are keen to talk about the birds feeding outside. Children learn to count from a very early age because the childminder uses everyday opportunities to count, such as counting footsteps and counting beats on a drum. This is good preparation for their next stages in learning, including school. Children make very good progress in their learning, particularly in their communication and language development. The childminder uses highly effective strategies to encourage children's speaking skills. She uses frequent opportunities to talk with children while sitting

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who attend. This is good

at their level and she encourages them to engage in conversations. Children feel at ease to talk because the childminder values their contributions and extends their vocabulary.

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good

The childminder encourages children to develop a love of the outdoors. She provides varied experiences in her garden as well as a range of visits, including to the farm and the park. This effectively supports children's physical well-being because children develop positive attitudes towards active play in the fresh air. Children are also taught about healthy lifestyles through self-care routines, such as washing their hands. The childminder builds children's self-esteem through regular praise. Children show motivation to be independent because she makes encouraging comments during play and at mealtimes. For example, children persevere when they are praised for attempting to peel a tangerine. However, the childminder takes control during dressing and undressing routines, rather than guiding children to develop these skills independently. This means that opportunities for children to practise their independence skills are missed.

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provision is good

The childminder observes children regularly and she plans specific experiences to support their individual next steps in learning. She effectively tracks children's progress and knows what to do if she identifies any gaps in learning. The childminder works with external agencies, such as health visitors, to monitor children's development. She is proactive in building relationships with other settings that children attend, such as schools, so that children's learning is continually supported. Parents are encouraged to share children's experiences from home. For example, photographs from home are displayed at children's eye level, which they point to and comment on with delight. The childminder shares children's learning records and achievements with parents regularly. However, parents are not yet fully engaged in guiding children's learning at home. This is because information shared about children's next steps in learning is not always precise enough to explain to

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provision is good

parents exactly how to guide children's learning at home.

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Setting details

Unique reference number EY422712 Local authority Lancashire Inspection number 852345 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

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Name of provider

Date of previous inspection 14 November 2011

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Telephone number

The childminder was registered in 2011. She lives in a house in Walton-le-dale, near Preston. The childminder holds Qualified Teacher Status. The provision operates all year round, from 7.30am to 5pm, Monday to Thursday, except for bank holidays and family holidays.

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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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