Childminder EY485901

Inspection date

Previous inspection date 12 July 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

 The childminder is friendly and enthusiastic. She knows children well and has developed positive relationships with them, helping to support their emotional well- being. Children are confident and happy.  The childminder's garden is an extension of the indoor learning environment. This contributes to the good progress children make, particularly for those who prefer to learn outdoors. Children have access to plenty of fresh air and have opportunities to build on their physical skills. These examples contribute to teaching children how to lead a healthy lifestyle.  The childminder's teaching is good. She engages with children during purposeful play. She helps children to develop a can-do attitude to learning. Outcomes are good.  Parent partnerships are strong. Parents are involved in their children's care and learning. A two-way flow of information helps the childminder to fully support children's

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This provision is good

individual needs.  The childminder completes a process of self-evaluation and involves all service users.

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It is not yet outstanding because:

 The childminder generally supports children's emerging speaking skills. However, occasionally she does not use the correct pronunciation of words.  The childminder does not always use information from assessments to consistently plan highly challenging activities to help children to make rapid progress.  The childminder's professional development is not highly targeted to help to consistently promote the very best outcomes for children.

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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

 support children's developing speech and language skills and consistently model the correct pronunciation of words  make even better use of assessments of children's learning to meticulously plan highly challenging activities and support every child to make rapid progress across all areas of their learning  source professional development opportunities so the highest outcomes for children are consistently promoted.

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Inspection activities

 The inspector observed the childminder engaging with children during activities and assessed the impact this has on their learning.  The inspector discussed the arrangements for monitoring the progress children make in their learning and the systems for planning children's play experiences.  The inspector viewed a range of policies, including safeguarding procedures. She also checked evidence of the childminder's qualifications and her and other household member's suitability.  The inspector discussed the childminder's professional development, her procedures for self-evaluation and the impact on children's overall outcomes.  The inspector spoke to the childminder and children at appropriate times during the inspection and took account of the written views of parents.

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Effectiveness of the leadership and management is good

The childminder is committed to improving the quality of her provision and uses self- evaluation to identify some weaknesses in her practice. She seeks the views of parents to help check that her practice continues to meet children's needs. This has helped her to develop her practice to a good standard. The arrangements for safeguarding are effective. The childminder is aware of the signs of possible abuse and neglect and knows what action to take if she has any concerns. She implements robust policies which accurately reflect all local safeguarding procedures. Effective risk assessments are in place and there is a strong focus on helping to keep children safe. The childminder has completed courses, such as paediatric first aid, to help develop her knowledge of administering emergency treatment.

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Quality of teaching, learning and assessment is good

The childminder uses a range of different teaching methods. She facilitates children's learning, asking questions to probe their thinking. The childminder provides activities that she knows children will enjoy. Children enjoy threading dry pasta tubes onto pipe cleaners. They show determination and concentrate until they succeed. This helps them to develop small-muscle skills in preparation for early writing. The childminder instigates taking the learning to the next level. She demonstrates how completed pipe cleaners could be used to make a bracelet. Children are excited and proud to show off their jewels that they use during their role play. The childminder teaches some key skills in mathematics through play-based activities, such as baking bread. The childminder makes observations of children at play and monitors the progress children make.

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Personal development, behaviour and welfare are good

Children's well-being, health and physical development are promoted well. The childminder's home is welcoming and well resourced. Children show a sense of belonging as they access a range of toys and resources to support their play. The childminder teaches children ways to become independent, for example, as they attend to their personal care routines and serve themselves from a range of healthy snacks. The childminder provides opportunities for children to develop a sense of responsibility and achievement. One way she does this is by successfully engaging children to carry out small tasks, for example, they help to organise the table for lunch and enjoy making their own sandwich. Children sit together and enjoy one another's company. Children's behaviour is good. They demonstrate strong levels of self-esteem and self-confidence.

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Outcomes for children are good

Children make good progress in their learning from when they start attending. They gain some important skills for their future learning. They develop good social skills and play cooperatively with one another. They learn to share and be kind to each other. Children have opportunities to develop their early literacy skills. They show an interest in books and sharing stories with each other.

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Setting details

Unique reference number EY485901 Local authority Lancashire Inspection number 1006737 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 7 Total number of places 6 Number of children on roll 7

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Name of registered person

Date of previous inspection Not applicable

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Telephone number

The childminder registered in 2015. She operates all year round, from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an early years qualification at level 3 and 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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