Childminder EY264970

Inspection date

Previous inspection date 7 December 2017 5 September 2014

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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 and her assistant are truly dedicated to their roles. Their detailed and inclusive evaluations of practice contribute towards ensuring that children are safe and happy in an enjoyable and inspiring learning environment where they flourish and thrive.  The childminder is an excellent role model. She uses routine opportunities, such as lunchtime, to promote positive and respectful attitudes. This contributes towards the impeccable manners children demonstrate. For instance, children say, 'Please may I leave the table' without prompt and readily give thanks for their healthy food each day.  The childminder keeps parents informed of their children's learning and progress. She is proactive in providing ideas, such as astrology projects, to extend children's learning at home. Parents actively share their views. They are very complimentary of the inspiring learning themes that contribute towards the good progress that their children make.

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This provision is good

 The devoted childminder welcomes children into a truly home from home environment. She is highly responsive to children's needs and uses effective techniques, such as reading a calming bedtime story, to help children relax and settle before going to sleep. This helps to ensure children are happy and assured during their time with her.

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It is not yet outstanding because:

 Some elements of learning during group activities are not best matched to younger children's current skills and abilities to precisely build on what they need to learn next.  The childminder does not share enough information about children's ongoing learning and progress with other settings they attend to promote the highest levels of continuity.

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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 group-time experiences for younger children so that all aspects of learning are more precisely focused on building on their current skills and abilities to raise outcomes for children to the highest levels  strengthen the good partnerships with other settings children attend and share more direct and in-depth information about each child's ongoing learning and progress to promote the highest levels of continuity.

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Inspection activities

 The inspector observed the quality of teaching and assessed the impact this has on children's learning.  The inspector and the childminder jointly evaluated an activity.  The inspector spoke with the childminder and children at appropriate times throughout the inspection.  The inspector looked at evidence of suitability, policies and procedures, health and safety documents, children's learning files, the provider's self-evaluation documents and qualifications and training records for the childminder and her assistant.  The inspector took account of the views of parents from comments noted on recent reference letters.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder and her assistant have a good knowledge of child protection procedures. Children's safety is highly regarded. The childminder takes effective steps to eradicate any potential hazards. For example, stringent safety measures are in place to monitor sleeping children, to help maintain their safety. The childminder and her assistant access regular and focused training that helps to enhance their good knowledge and skills. The childminder is confident to feedback what her assistant does well and what needs to be improved. Precise tracking is used well to highlight any emerging gaps in children's learning. The childminder works together with parents and health professionals to provide tailored support that leads to improved outcomes for children. Children's views for future learning are actively encompassed.

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Quality of teaching, learning and assessment is good

The well-qualified childminder observes children closely and tunes in, to what they know and enjoy. She promotes children's learning well through challenging and fun experiences that, on the whole, support what children need to learn next. The childminder provides inspiring play opportunities that help to motivate young children to adopt a strong exploratory impulse. She engages older children in exciting activities that help them to gain a good knowledge of different concepts, such as day and night. For example, older children enjoy creating a telescope to observe aspects of their natural world, such as the moon and stars, more closely. The childminder's good interactions help children to think creatively, build on their counting skills and acquire good physical skills.

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Personal development, behaviour and welfare are good

The childminder and her assistant form a secure bond with each child. Settling-in procedures are supportive. For example, children are welcomed to bring in special comfort items and toys from home, to help them feel assured and settled. Purposeful themes are used to enhance children's awareness of keeping safe. For example, children are keen to learn about the roles of the emergency services. They take pleasure in visiting places, such as the fire station, to extend their knowledge of how to keep themselves safe in the event of a fire. The childminder encourages children to adopt active lifestyles. For example, children actively engage in their regular nature trails and learn about the impact that physical exercise has on vital organs, such as the heart.

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Outcomes for children are good

All children make good progress and gain the skills they require for their next stages in learning, including nursery and school. Young children explore freely and independently. They show interest in toys with lights and sounds, move in response to music and repeat actions to aid good physical skills. Older children readily identify the initial sounds in words. They work together with others, such as when completing a jigsaw, to achieve a common goal. Children are caring and considerate. They respond well to boundaries and quickly learn about the impact their actions have on others.

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Setting details

Unique reference number EY264970 Local authority Lancashire Inspection number 1104098 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 11 Total number of places 12 Number of children on roll 20

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Name of registered person

Date of previous inspection 5 September 2014

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Telephone number

The childminder registered in 2003. The childminding provision is locally known as Helen's Country Kidz. The childminder works together with an assistant each day. She operates all year round from 8am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder receives funding for the provision of free early education for two-, three- and four-year-old children. She holds an appropriate 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

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

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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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