Childminder in Lancashire

Inspection date

Previous inspection date 9 November 2016 11 July 2013

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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 qualified childminder has a good understanding of how children learn. Her range of teaching methods helps to promote children's communication and language skills particularly well. Children make good progress.  The childminder makes effective use of what she knows about children's interests and characteristics to motivate their learning. She follows their lead and sensitively joins in with their play as she supports and extends their learning through responsive interactions.  Children are happy, settled and demonstrate a strong sense of belonging within the welcoming provision. The childminder's sensitive and caring approach with children helps to promote their emotional well-being.  Partnerships with parents are strong. The regular exchange of information helps to ensure that parents are kept informed about their children's individual needs and enables them to extend their children's learning at home.

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This provision is good

 The childminder spends time getting to know the children. This particularly helps the youngest children develop warm and close relationships with the childminder and other children.

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It is not yet outstanding because:

 The childminder, occasionally, does not fully provide opportunities for the youngest children to explore and experiment using their range of senses.  The childminder has not sufficiently targeted her professional development opportunities to raise the quality of her teaching to an even higher 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

 extend opportunities provided for the youngest children to support their exploration and to make better use of their senses in their play  target professional development more precisely towards raising the quality of teaching to an even higher level.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning.  The inspector looked at a range of documentation, including the childminder's self- evaluation and checked evidence of the suitability of all adults living on the premises.  The inspector carried out joint observations with the childminder.  The inspector took account of the views of parents through discussion and from information in the childminder's records.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder prioritises safeguarding training to help ensure she has a good understanding of what to do if she has concerns about a child's welfare. She assesses potential risks in her home and takes steps to ensure children's ongoing safety and welfare. The childminder also raises children's awareness about potential risks during their play using developmentally appropriate language. Effective assessment and monitoring arrangements are used to evaluate children's good progress. The childminder understands and completes the progress check for children between the ages of two and three years. She involves parents in the evaluation of her practice and acts upon their suggestions. For example, she has changed the way information is exchanged with parents following parental feedback. Comments from parents are very complimentary about the care and service provided by the childminder.

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Quality of teaching, learning and assessment is good

The childminder uses her knowledge about individual children to plan and deliver play experiences that help them make good progress. The childminder uses an extensive range of teaching methods to support the youngest children to develop across the areas of learning. For example, she models language and repeats words as she counts out the objects children are holding. This helps to support children's speaking skills and their understanding of early mathematics. The childminder introduces new words to help the youngest children to build on their vocabulary. The childminder watches children closely and follows their lead as she sensitively plays alongside them. Children learn about different aspects of literacy, such as handling books and listening to familiar rhymes and songs.

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Personal development, behaviour and welfare are good

Children enjoy their time in the childminder's home. The childminder provides a flexible and responsive settling-in process catering to the needs of individual children. She gathers relevant information from parents about children's needs and interests. Children benefit from regular outdoor experiences in the garden and trips to areas of interest. This helps to promote their physical skills and raises their awareness about the various aspects of nature and the environment. Children make independent choices about their play and have easy access to the resources. The childminder acts as a positive role model and uses developmentally appropriate language to help children develop an understanding of how to behave. Children take part in routines that support their learning about maintaining good hygiene.

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Outcomes for children are good

Children make good progress in their learning given their individual starting points. They are gaining those key skills needed for their future learning and their eventual move to school. Children are acquiring strong communication and language skills. Their personal, social and emotional development is also well promoted.

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Setting details

Unique reference number EY255895 Local authority Lancashire Inspection number 1064411 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 9 Total number of places 6 Number of children on roll 4

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Name of registered person

Date of previous inspection 11 July 2013

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Telephone number

The childminder was registered in 2003 and lives in Catterall. She operates all year round from 8am to 5.30pm, Monday to Friday, except for 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

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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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