Childminder in Lancashire

Inspection date

Previous inspection date 4 May 2017 Not applicable

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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

 Children enjoy warm, caring and affectionate relationships with the childminder. They seek her out for comfort and reassurance. The childminder addresses children's emotional needs well. For example, she ensures they have their own familiar things available at all times. Children are happy and well settled.  The childminder is a good role model and promotes positive behaviour. She teaches children to take turns and use good manners. Children behave well, given their age and stage of development.  Partnerships with parents are good. The childminder updates them regularly. For example, she makes effective use of daily diaries and conversations to help keep parents fully informed about their child's learning and care.  The childminder continually reflects on her practice and the quality of provision. She takes into account the views of parents and children. These help her to make further improvements that benefit children and their families the most.

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It is not yet outstanding because:

 At times, when talking to children, the childminder does not give them enough time to think about and respond to her questions.  When planning activities, the childminder does not fully consider the unique ways in which some children learn to enhance their learning opportunities 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

 provide more time for children to think about and answer questions  consider more closely the different ways in which children learn and use this information to enhance activity planning even further.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outside and assessed the impact this has on children's learning.  The inspector completed a joint observation with the childminder and discussed this with her.  The inspector spoke to the childminder and the children throughout the inspection. She looked at relevant documentation, such as evidence of the suitability of other adults who live at her home.  The inspector discussed self-evaluation with the childminder.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder fully understands her roles and responsibilities to keep children safe and knows who to contact should she have concerns about a child's welfare. The childminder checks the environment on a regular basis and takes appropriate steps to minimise any risk of harm to children both in her home and on any outings. The childminder works closely with other professionals, such as local authority advisors and other childminders. This provides opportunities for her to discuss quality and share ideas. The childminder values her professional development. For instance, she attends relevant training and conducts her own research to increase her knowledge and understanding of child development.

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Quality of teaching, learning and assessment is good

The childminder provides a broad range of activities and ensures that children have access to many toys and resources. The childminder regularly monitors children's development and progress. Children are inquisitive and active learners. They actively develop their mathematical skills. For example, they complete simple jigsaw puzzles and match objects by colour, shape and size. The childminder makes use of these experiences to talk to children. Children develop their physical skills effectively. For instance, they climb the steps to the slide and use their hands to pat and splash the water and feel the texture of the sand. The childminder supports children's listening and attention skills well. For example, she encourages children to listen to the birds and they talk about how the wind blows the trees.

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Personal development, behaviour and welfare are good

The childminder ensures children feel at ease. For example, she plans settling-in sessions that are flexible and meet children's initial requirements well. The childminder carefully addresses children's personal needs. She uses individual care plans and routines which she discusses and agrees with parents. Children have plenty of opportunities to experience fresh air and exercise and to develop their large-muscle skills. For example, they have access to a well-resourced outdoor area and attend various groups in the local community. Children develop good social skills and build their confidence. They gain an understanding of the local community to which they belong.

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Outcomes for children are good

Children are confident and outgoing individuals. They develop good independence and social skills and are motivated and eager to learn new things. Children gain an understanding of how to keep themselves safe. For example, they help to tidy up to prevent accidents and they follow good hygiene procedures. Children make good progress and are gaining the skills needed for their future learning and for school.

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Setting details

Unique reference number EY482357 Local authority Lancashire Inspection number 993010 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 8 Total number of places 6 Number of children on roll 10

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Name of registered person

Date of previous inspection Not applicable

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Telephone number

The childminder registered in 2014 and lives in Leyland, Lancashire. She operates all year round from 8am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an early years 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

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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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