Childminder EY394781

Inspection date

Previous inspection date 11 January 2018 18 July 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 provides an abundance of comfort, support and reassurance to children during their day. Effective techniques, such as the offering of special comfort items in times of need and singing soothing and familiar songs, help to ensure that children are happy, settled and assured.  The childminder makes accurate observations and assessments of each child and tunes in to what they know and enjoy. She plans fun themes for children to engage in that inspire and motivate them to play, learn and develop. Children make good progress.  The well-qualified childminder shows a high aspiration to improve. Her inclusive evaluations of practice, detailed development plans and customised training and research are focused intently on providing high-quality care and learning for children.  The childminder creates a calm, happy and positive ambience for children. This helps children to feel comfortable, flourish and develop confidence in their own abilities. Her

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This provision is good

gentle support during different social routines helps children to become more independent in forming early friendships, in preparation for their move on to school.

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It is not yet outstanding because:

 Occasionally, the childminder does not help children to gain a deep understanding of the impact that their actions have on others and the environment, to help them to further adopt safer behaviours and high levels of self-control.  The childminder does not share enough precise information about how parents can help to support and extend their children's learning at home.

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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

 build on the good teaching techniques used and help children to gain a greater understanding of the impact that their actions have on others and the environment in order to further support them in adopting safer behaviours and high levels of self- control  strengthen partnerships with parents and share more precise information about how parents can support and extend their children's learning at home.

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Inspection activities

 The inspector observed the quality of teaching both indoors and outside and assessed the impact this has on children's learning and development.  The inspector spoke with the childminder and children at appropriate times during the inspection.  The inspector and the childminder jointly evaluated an activity.  The inspector looked at evidence of suitability, policies and procedures, health and safety documents, a record of the childminder's qualifications and training, children's learning files and self-evaluation documents.  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 is well versed in her knowledge of the procedures to follow to protect children's welfare. Any concerns are dealt with promptly and effectively. The childminder takes children's safety and welfare very seriously. Effective steps are taken to minimise any potential hazards. For example, during snack routines the childminder cuts up fruit, such as grapes, in ways that help to prevent the risk of choking. The childminder liaises very closely with all parents, including those of sibling babies, to ensure that medication is administered carefully and in line with their intricate needs. This contributes towards children staying safe. Precise tracking is used well to secure timely interventions and close any gaps in children's learning.

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Quality of teaching, learning and assessment is good

Activities are challenging and fun and build on what children already know. The childminder provides exciting new experiences that promote children's strong exploratory impulse. For example, children of all ages are eager to explore the newly implemented arctic animal play tray. They show confidence in touching new materials, such as the corn flour and conditioner mix and make links to real-life materials. The childminder's high- quality interventions help children to learn new words, develop early counting and categorise objects according to size. Her well-posed questions promote children's good use of positional language. The childminder keeps parents informed of their children's learning and progress and welcomes them to contribute to their ongoing assessments.

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Personal development, behaviour and welfare are good

Children are respected, valued and praised for their positive contributions. Innovative methods, such as family photograph books, encourage children to talk openly about themselves and their families. This contributes towards children adopting a good sense of self as an individual. The childminder is highly responsive to children's physical needs. For example, she instantly provides gloves for children to wear outdoors in order to keep their hands warm and prepares lunch early when children say that they are hungry. Children enjoy their time out in the fresh air, such as when searching for squirrels and frogs in the local park. Good links are formed with teachers from school. Learning is complemented well for those children who attend before and after their school day.

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Outcomes for children are good

Children enjoy their time with the childminder and gain the skills they require for their next phase of learning, including school. Young children express their own feelings freely and show confidence in seeking comfort and assurance from the childminder when needed. They imitate what has been seen before and use available tools to make marks. Older children investigate the nature and properties of materials, such as water. They are keen to observe and make sense of aspects of their natural world, such as the formation of ice. Children adopt good hygiene routines, such as washing their hands after handling the pet bearded dragon. They show a desire to complete everyday tasks alone.

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Setting details

Unique reference number EY394781 Local authority Lancashire Inspection number 1104975 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 9

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Name of registered person

Date of previous inspection 18 July 2014

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Telephone number

The childminder registered in 2009. 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-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

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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