Childminder in Lancashire

Inspection date

Previous inspection date 8 January 2018 6 October 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 creates a warm, home-from-home environment where children are truly cherished. Children's well-being and involvement are closely monitored to help to ensure that they are happy, engaged and grow into confident and independent individuals.  Partnerships with parents are good. The childminder's positive and welcoming demeanour contributes towards the in-depth sharing of children's learning and progress.  The childminder's strong emphasis on supporting children's learning across the prime areas helps to secure the foundations for future learning. Innovative learning experiences help children to acquire skills that they will later need, such as literacy and mathematical skills, in preparation for their next phase in learning, including school.  The childminder forms a very special bond with each and every child in her care. Her calm, friendly and caring nature is filtered through her high-quality interactions and

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This provision is good

contributes towards the affectionate and considerate attitudes that children adopt.  The childminder provides fun themes for children to engage in that, overall, encapsulate their interests and motivate them to play and learn. Children make good progress.

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It is not yet outstanding because:

 The childminder does not provide enough opportunities for children to make their own decisions, continue with and build on, their own preferred play to help them make the best possible progress.  Although the childminder's self-evaluation is inclusive it does not scrupulously identify precise and targeted areas to improve, to help drive development most effectively.

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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 play experiences and offer further opportunities for children to make their own decisions, continue their play and build on their own preferred play themes to help them make the very best possible progress  strengthen current self-evaluation systems and scrupulously identify precise and targeted priorities to improve, to help drive development to the highest possible levels.

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Inspection activities

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

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a good understanding of the procedures to follow to protect children's welfare. Risk assessments are comprehensive and take account of information from sources, such as child health care plans, to help to eradicate any risks. The childminder monitors children's progress well and swiftly identifies where there are any early concerns. She works together with parents and other professionals to implement tailored learning plans that help to close any gaps in learning. The well-qualified childminder aspires to improve her knowledge and skills through a good range of customised training and research. She is quick to apply different approaches, such as encouraging drinking through straws to strengthen facial muscles and help to improve speech for children who have special educational needs and/ or disabilities.

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Quality of teaching, learning and assessment is good

High-quality observations and assessments clearly capture children's achievements and identify what they need to learn next. The childminder provides a good range of experiences that helps to encompass babies' innate curiosity. She models repeated actions, such as placing large coins into a toy money bank, to help to promote good physical skills. Babies enjoy exploring toys with lights and sounds and move in response to music. The childminder provides fun opportunities for older children to group objects according to properties, such as colour, to help boost their mathematical skills. Her good use of questions during scientific experiments help children to make predictions, talk through what is happening and make links between aspects, such as colours and flavour.

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Personal development, behaviour and welfare are good

The childminder takes a special interest in children's home lives. She offers opportunities that encourage children to share information about themselves and their families, to help enhance their understanding of people and communities beyond their own. Children's physical well-being is effectively met. For example, the childminder offers an abundance of comfort to babies during routines, such as bottle feeding. She helps older children to gain greater independence in managing their own personal care in preparation for their move on to school. Sporting experiences, such as mini-sports days and cricket on the field encourage children to exercise. This has a positive impact and contributes towards the active lifestyles that children lead. The childminder leads by example. She encourages children to carry out small tasks alongside others to help them to negotiate and solve problems and form exceedingly close friendships with their peers.

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Outcomes for children are good

All children make good progress in their learning and development. Babies demonstrate a sheer desire to explore using their senses. They follow sensory materials, such as bubbles, with their eyes and use good physical skills to reach out and touch them. Older children recognise familiar words, such as their name, and hear and say the initial sounds in words. They value the importance of sharing and taking turns with others.

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Setting details

Unique reference number EY265875 Local authority Lancashire Inspection number 1104102 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 4 Total number of places 6 Number of children on roll 4

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Name of registered person

Date of previous inspection 6 October 2014

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Telephone number

The childminder registered in 2003. She operates all year round, from 7.30am until 5.30pm, Monday to Wednesday, except for bank holidays and family holidays. The childminder receives funding for the provision of free early education for two- three- and four-year-olds. 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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