Childminder EY392455

Inspection date

Previous inspection date 26 May 2016 19 November 2014

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This inspection: Good 2

Previous inspection: Requires Improvement

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The childminder has made significant changes to her practice since her last inspection. Detailed professional development records help her to maintain key qualifications that contribute towards keeping children safe in the event of an accident or emergency.  The caring childminder offers comfort, support and reassurance when children arrive. She uses effective strategies, such as talking through daily routines and helping children to understand their different emotions, to help them settle. This contributes to children feeling very happy, settled and assured in her care.  The quality of teaching is good. The childminder knows her children very well. She uses her good knowledge along with information from detailed observations to plan challenging and meaningful activities that build on what children already know. This helps children to make good progress in their learning and development.  The childminder acts as a good role model and children's behaviour is good. She

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This provision is good

teaches children the importance of sharing, taking turns and being polite. This contributes to children being very friendly, respectful and tolerant of each other during play.  The childminder is truly dedicated to her role. Effective evaluations take into account the views of parents and children and are clearly focused on raising the quality of care and learning.

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It is not yet outstanding because:

 The childminder does not provide enough opportunities for children to direct their own learning during planned activities to enable them to test out their own ideas.  Although parents are well informed about children's progress, they are not provided with consistent information about how they can support 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

 enable children to direct their own learning more during planned activities so that they can learn through their own ideas, trial and error  provide parents with consistent information that enables them to support their children's learning at home.

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Inspection activities

 The inspector toured the areas used for childminding.  The inspector conducted a joint observation with the childminder during a planned activity.  The inspector observed children throughout the inspection both indoors and outside.  The inspector examined a range of documents. These included, evidence of suitability, policies and procedures, health and safety documents, children's observation and assessment records and the provider's self-evaluation documents.  The inspector held discussions with the childminder and children throughout the inspection.  The inspector took account of the views of parents from comments noted on parents' feedback forms.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder's good awareness and commitment to training helps to ensure that she is knowledgeable about all aspects of safeguarding practice. This contributes towards ensuring that children are protected from harm. The childminder's home is safe and well organised. She completes effective risk assessments to help ensure that children remain safe in her care. For example, the childminder has fenced off the pond in her garden to ensure that this is inaccessible to children so that they are kept safe. The childminder aspires to improve. Her attendance at training and regular research is used to enhance her practice, helping to ensure that children have access to good quality care and learning. The childminder has good systems in place to monitor children's progress. For example, baseline assessments clearly define children's starting points and observation records are closely monitored to quickly support any gaps that emerge.

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Quality of teaching, learning and assessment is good

Children have access to appealing environments that inspire them to play, learn and develop. They are sociable with others and keen to engage in the same play themes, such as playing shops. Children enjoy taking a leading role when being the shopkeeper and demonstrate their good knowledge of how technology works. The childminder encourages children to reflect on their prior learning to promote communication skills. Children are keen to talk about themes, such as springtime and confidently name baby animals. They enjoy moving rhythmically and use tools, such as drum sticks to mimic the actions to familiar songs. The childminder uses effective methods, such as planning boards and shared-learning files to keep parents informed of their children's learning and progress.

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Personal development, behaviour and welfare are good

The childminder forms good relationships with children. She swiftly attends to their every need, helping to foster their emotional well-being. Children enjoy helping others. They take an active role in completing small tasks, such as bringing the changing mat for the childminder to use. Children enjoy using tools to cut up fruits to create yogurt faces. The childminder is on hand to teach children about the importance of using tools carefully and under adult supervision. This contributes towards children gaining a good awareness of keeping themselves safe. The childminder provides a good range of activities to promote children's good health. For example, children do physical exercise during their weekly wiggles sessions and have fun jumping and splashing in puddles they create outdoors. The childminder has good links with other settings that children attend. Effective methods, such as using link sheets help to ensure that children's care and learning is shared.

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Outcomes for children are good

All children make good progress in their learning and development. They are motivated and enthusiastic learners who are confident to make independent choices about their play. They play together cooperatively and develop good social skills, demonstrating their ability to form early friendships. They show care for one another and enjoy celebrating each other's achievements. This prepares children well for their next stages in learning, including school.

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Setting details

Unique reference number EY392455 Local authority Lancashire Inspection number 1044494 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 4 Total number of places 6 Number of children on roll 6

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Name of registered person

Date of previous inspection 19 November 2014

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Telephone number

The childminder was registered in 2009 and lives in Lancaster. She operates from 8am to 6pm, Tuesday to Friday, during term time. The childminder holds an appropriate qualification at level 2. The childminder provides funded early education for two-, three- and four-year-old children.

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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 reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

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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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