Childminder in Lancashire

Inspection date

Previous inspection date 26 October 2016 10 June 2016

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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 been proactive in addressing the actions and recommendations from the last inspection. She has undertaken training and liaises with others to support her self-evaluation and continued improvement.  The childminder knows what to do if children have gaps in their learning, including liaising with external agencies for support.  Children are guided to explore mathematical language and concepts in their play. The childminder introduces shape, size and number vocabulary and she frequently models counting.  The childminder demonstrates particularly good teaching skills during adult-initiated activities that she has planned in advance.  Children are highly independent from an early age. They are motivated to undertake care routines by themselves and they know why it is important to wash their hands.  Children are emotionally secure and relaxed in the childminder's care. They freely

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This provision is good

display their own personalities and unique characteristics as they play. Children share positive relationships with the childminder.

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It is not yet outstanding because:

 The childminder is not yet highly effective in gathering and sharing precise information about children's ongoing progress and development with parents.  The childminder does not fully use children's fascinations and deep engagement during their self-chosen play to extend their learning even further.

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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

 build closer links with parents and exchange even more precise information that better supports children's learning and development  make the most of children's high levels of engagement in their play and extend their learning even further.

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Inspection activities

 The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning.  The inspector jointly observed an activity with the childminder.  The inspector held discussions with the childminder, including about self-evaluation.  The inspector looked at relevant documentation, such as evidence of the suitability of her assistants and adults living at the premises.  The inspector spoke to parents during the inspection and took account of their views.

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Effectiveness of the leadership and management is good

Arrangements for safeguarding are effective. The childminder has a clear understanding of her role in helping to safeguard children. She knows what to do if she has any concerns and she trains her assistants to understand her safeguarding policy. The childminder keeps up to date with local authority procedures to help to protect children from harm. She uses effective strategies to help to keep children safe in her home and on outings. The childminder undertakes risk assessments and makes prompt adjustments in response to any accidents that may occur. She holds a current paediatric first-aid certificate. The childminder undertakes supervision with her assistants and she guides them to improve their knowledge and better support children's learning.

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Quality of teaching, learning and assessment is good

The childminder knows children well and monitors their ongoing progress. She challenges them and plans their next steps in learning, appropriate to their ages and stages of development. The childminder provides engaging learning activities that link to children's interests. For example, children are captivated by Halloween-themed art and craft activities. Generally, the childminder joins in with children's discussions, asking a range of good quality questions to prompt their thinking. She uses good communication strategies to support children's developing speaking skills. The childminder models words for them to hear. For example, when children say 'I've got a nana', she responds, 'Yes you've got a banana'. Children enjoy activities like colouring and decorating with pencils and pens. When they are ready, the childminder introduces activities that help to prepare them for school.

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Personal development, behaviour and welfare are good

Children are well behaved for their ages. They steadily build an understanding of why it is important to share and take turns. The childminder helps children to learn about healthy lifestyles. She encourages them to have good attitudes towards healthy foods and exercise. For example, children have great fun exploring the smell, feel and taste of different fruit and vegetables. Children's physical well-being is effectively supported. The childminder provides a range of outdoor experiences, including walks in the local area and visits to the park. She helps children to extend their social skills and broaden their experience of people and communities. For example, she complements her home-based experiences with a range of visits to playgroups and activity sessions.

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Outcomes for children are good

Children are happy and inquisitive in their play and they enjoy their time with the childminder. They are confident and at ease in their surroundings, demonstrating high levels of self-esteem. Children select resources independently and use their imagination to support their high-quality role play. They communicate well, exchanging ideas and contributing to one another's play. Children show positive attitudes towards learning. They try new things and are willing to have a go. Children, including those who receive funding for two-year-olds, are making at least expected progress.

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Setting details

Unique reference number EY231538 Local authority Lancashire Inspection number 1058195 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 3 Total number of places 18 Number of children on roll 4

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Name of registered person

Date of previous inspection 10 June 2016

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Telephone number

The childminder was registered in 2002 and lives in Preston. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder has two assistants. She 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

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Telephone number

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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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