Childminder EY446793

Inspection date

Previous inspection date 14 March 2017 29 October 2012

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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 completes regular observations as children play. She uses information gained from these to assist her in tailoring her planning to focus clearly on what children need to learn next. All children, including those who are funded, make good progress.  The childminder has established successful partnerships with parents. She shares information about children's development with them regularly, for example, through daily discussions and text messages. The childminder works with parents very closely to provide continuity in children's learning and care needs.  Children are happy in the setting and they behave well. The childminder is a very good role model. She sets clear boundaries for behaviour and uses very positive strategies that help children to understand age-appropriate expectations. The childminder sits with children and sensitively encourages them to take turns and play together.

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This provision is good

 Children confidently make choices about their play. The childminder provides many opportunities for children to have a say in what they would like to do next. This helps them to develop their independence skills and contributes to children being well equipped for their future learning.  The childminder reflects well on the service that she offers. She takes the views of children and parents into consideration. The childminder identifies changes that help her to improve the quality of her provision overall.

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It is not yet outstanding because:

 Occasionally, the childminder does not fully promote children's early speaking skills by using the correct pronunciation of some words.  The childminder has not focused the programme of continuous professional development sharply enough to help raise the quality of practice to a 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

 enhance teaching skills even further and consistently use effective strategies that help to promote children's good speaking skills  extend the programme of professional development so that it is more sharply focused on raising the quality of practice to an even higher level.

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Inspection activities

 The inspector looked at the areas of the premises that are used for childminding, including the outdoor area.  The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning.  The inspector completed an evaluation of an activity with the childminder.  The inspector discussed self-evaluation, checked evidence of the childminder's qualifications, training certificates and risk assessments, and looked at a sample of her policies and procedures.  The inspector checked evidence of the suitability of the childminder and other adults living on the premises.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder can describe with confidence the types and signs of possible abuse and neglect. She knows who to contact for further advice if she has any concerns about children's welfare. The childminder has detailed policies, procedures and risk assessments in place. She uses these well to help maintain children's safety. Children are encouraged to keep themselves safe. For example, during story time they are reminded to sit safely on the carpet instead of moving around on a chair. The childminder monitors children's individual progress. Overall, she provides a good balance of high-quality educational experiences for children. The childminder strives to ensure that most activities reflect children's current interests and abilities and will stretch and challenge them. This helps children to make good progress in their learning.

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Quality of teaching, learning and assessment is good

The highly qualified childminder uses a variety of teaching strategies to help her promote children's learning overall. Older children enjoy using dough to form features of characters from a favourite story and place them on laminated pictures. Children use their physical skills and manipulate the dough to make shapes that represent eyes, tongue, tail and wings. Children successfully name the various colours that they use. The childminder extends learning further. For example, she promotes children's understanding of size. Children learn that the shapes are bigger, smaller, longer and thinner. This helps to promote their mathematical skills. Using the same theme, the childminder encourages children to use their matching skills during a different activity. Children practise their reading skills. They learn to identify the first letter of each character's name and successfully match these with the correct name tag. Children are engaged in learning.

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Personal development, behaviour and welfare are good

Children form close relationships with the childminder and other children who attend. They are well mannered and confident individuals who show an interest in others. Children talk to visitors and share stories from home that make them feel special. This contributes to children's self-esteem and shows that they feel safe in the childminder's care. Photographs of children are displayed around the setting. This helps children to form a strong sense of belonging. The childminder promotes good health and hygiene practices. For instance, children wash their hands independently after toileting and before eating. The childminder sensitively encourages those children who have particular tastes to try out new foods successfully. Children enjoy regular trips out into the community. For example, they visit farms, parks and toddler groups. This helps to promote their physical and social skills.

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Outcomes for children are good

Children are very well prepared for their move on to school. Older children practise their writing skills. They successfully identify, sound out and form letters using pens. Children enjoy playing a game of hide and seek with their peers. They take turns to close their eyes and practise their counting skills. Children enthusiastically look for and discover hidden characters from a favourite story. They eagerly find them under leaves, stones and pine cones in a large tray. Children are motivated and are absorbed in activities provided.

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Setting details

Unique reference number EY446793 Local authority Lancashire Inspection number 1060215 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 5

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Name of registered person

Date of previous inspection 29 October 2012

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Telephone number

The childminder was registered in 2012 and lives in the Longton area of Preston. She operates during term time only, from 7.30am to 5pm, Tuesday to Friday. The childminder holds qualified teacher status. She provides funded early education for 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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