Childminder in Lancashire

Inspection date

Previous inspection date 18 June 2015 1 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 childminder consistently uses positive interactions with the children, which develop their self-esteem, communication skills and enthusiasm for learning.  Children enjoy a wonderful variety of outings, activities and experiences. They are keen to experiment, explore and join in.  The childminder is very experienced and understands how children learn. She knows each child's interests and abilities well, so she can help them make good progress.  Children are happy and settled in the childminder's care. They behave well and enjoy each other's company, because they receive high-quality attention from the childminder.  The childminder and parents have strong relationships with each other, which promote children's well-being and development. They use the wealth of information they share to enrich children's conversations and activities, at the setting and at home.  The childminder understands how to protect children from harm and supervises them

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This provision is good

well. She helps children develop healthy habits for life.  The childminder is enthusiastic and continues to work to develop her provision. She works closely with a group of other childminders to share good practice and ideas.

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It is not yet outstanding because:

 The childminder does not monitor children's progress rigorously enough to gain sharply focused information to enhance her planning, information sharing and evaluation.  The childminder does not routinely provide other settings with focused information about children to promote continuity for their learning at the highest level.

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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

 refine the way children's progress is reviewed to provide sharply focused information to enhance planning, information sharing and evaluation further  refine the information shared with other settings, for example by focusing more on children's current abilities and next steps, to promote continuity for children's learning at the highest level.

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Inspection activities

 The inspector observed activities in the childminder's home and garden.  The inspector spoke to the childminder and children at appropriate times during the inspection.  The inspector evaluated an activity with the childminder.  The inspector looked at children's records and a range of other documentation, including policies and procedures.  The inspector checked evidence of the suitability of the childminder and her qualifications.  The inspector took account of the views of parents from information in the childminder's own survey and children's records.

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who attend. This is good

The childminder's strong teaching helps all the children develop the skills they will need for the next stage of their learning. She uses her good knowledge of each child to promote their learning well. For example, she supports older children's interests and enthusiasm, as she helps them dig for worms and examine them with the magnifying glass. Younger children particularly enjoy investigating different textures and sensations, as they play with paint and water. Children enjoy wide-ranging conversations with the childminder throughout the day. As a result, older children use detailed language to explain their ideas and spontaneously invent songs as they play. The childminder shares information with parents about all aspects of children's learning and development. She also provides information to other settings children attend. However, details about children's abilities and the next steps in their learning are not shared routinely with other

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who attend. This is good

settings. Consequently, adults cannot quickly work together to support children's development at the highest level.

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good

Children enjoy their time with the childminder, sharing lots of laughs and smiles as they play with her. They receive lots of praise, encouragement and affection to build their self- esteem. Children confidently make choices about how to spend their time, independently accessing the wide range of toys and resources. The childminder works closely with parents and knows children's routines and preferences well; she quickly responds to young children's needs. Children eat healthy food with plenty of fruit and vegetables. They enjoy fresh air and exercise as they play outside and go on outings to parks and soft-play centres. The childminder regularly works with other childminders, so children enjoy a wide range of activities in familiar groups. Older children learn to stay safe because the childminder gives them simple explanations and reminders. They are developing the confidence and self-care skills to support them very well when they move on to school.

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provision is good

The childminder is very committed to her role and has a secure understanding of her responsibilities. She safeguards children well and provides good support for their health and welfare. For example, the childminder fully understands the actions to take if she has concerns about the welfare of a child. The childminder assesses children's learning and ensures they develop well. However, her monitoring process is not effective enough to help her promote excellent progress. She cannot quickly and easily see where to provide particular focus in her teaching or the information she shares with others. In addition, she cannot rapidly evaluate the impact of her practice and respond quickly to improve the quality of her teaching further. The childminder is well qualified and continues to develop her knowledge and skills. She seeks the views of parents and considers the strengths and weaknesses of her provision. Parents write that they are very happy with her excellent

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Setting details

Unique reference number 307622 Local authority Lancashire Inspection number 867754 Type of provision Childminder Registration category Childminder Age range of children 0 - 5 Total number of places 3 Number of children on roll 4

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Name of provider

Date of previous inspection 1 November 2011

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Telephone number

The childminder was registered in 1992 and lives in Poulton-le-Fylde, Lancashire. She operates from 7.30am to 5pm, Monday to Friday in term time. The childminder holds a relevant childcare qualification at level 3.

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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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