Childminder 308243

Inspection date

Previous inspection date 16 January 2018 18 August 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 places high priority on children's emotional well-being and their personal, social and emotional development. She promotes their good behaviour well and encourages children to think about how their actions affect others. Children enjoy close relationships with the childminder and demonstrate that they feel safe and secure.  The childminder values working in partnership with other professionals. She contributes to information sharing with all those involved in the care and development of the children, and uses the information received to inform her own planning.  The childminder completes a range of training to enhance her knowledge and skills. Recent training on the educational approach to forest school has enhanced her understanding of how to further support children's learning through natural, outdoor activities.  The childminder knows the children very well. She makes regular observations of their

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This provision is good

learning, which she accurately assesses and uses to identify next steps. The childminder uses this information to plan activities that support and challenge the children very well.

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It is not yet outstanding because:

 The childminder has not explored a variety of ways to promote children's understanding of people, families and communities beyond their own experiences.  The childminder seeks information from parents when children first start. However, this does not include sufficient information about what children can already do and their achievements from home, to help inform the childminder's initial assessments.

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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

 extend opportunities and experiences for children to learn about people, families and communities beyond their immediate experience  seek further information from parents regarding what their children can already do and their achievements from home, to help inform initial assessments of children's learning.

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Inspection activities

 The inspector observed the quality of teaching and the impact this has on children's learning.  The inspector spoke to the childminder and children at appropriate times during the inspection.  The inspector conducted a joint observation with the childminder and assessed the accuracy of her evaluation.  The inspector viewed a range of documentation, including required assessments of children's learning, the childminder's training certificates and children's records.  The inspector took account of the views of parents from questionnaires and letters left for the inspector.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder has a firm understanding of potential signs of abuse and is well versed in the procedures to follow in the event of a concern. The childminder's home is safe, secure and subject to regular risk assessment. The childminder maintains required ratios at all times and understands well, the requirements of the early years foundation stage. The childminder monitors and tracks the progress children make, helping her to identify any gaps in their development and provide additional support where necessary. The childminder is a reflective practitioner and uses self-evaluation well to help her identify areas for improvement.

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Quality of teaching, learning and assessment is good

The childminder uses her skills and knowledge well during children's freely chosen play to promote their learning. For example, children enjoy role play with a suitcase. The childminder asks where they are taking it and what they will do when they get there. She uses well-posed and open-ended questions that greatly encourage children's communication skills. Children enjoy a colour matching game. The childminder differentiates her teaching well, providing additional support for the younger children. For example, she provides coloured bricks as a visual aid to help them match the colours. The childminder provides parents with lots of information relating to their children's progress. She provides daily verbal feedback as well as formal written reports. Parents are complimentary about the childminder and the progress their children make in her care.

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Personal development, behaviour and welfare are good

The childminder provides a bright and welcoming environment. Photographs and children's artwork fill the walls, helping to create a personal and familiar environment that children explore confidently. Children are widely supported to explore and manage risks. For example, during outings to the local woodland areas, children explore the environment, climbing trees and navigating the uneven terrain. The childminder supports children's understanding of other safety issues. For example, they learn about stranger danger and what to do if they become lost. The childminder promotes children's good health well. Children enjoy healthy and nutritious meals, and have a wealth of opportunity to be physically active. For example, they enjoy singing popular nursery rhymes and jump, hop and skip around, moving their bodies in a range of ways.

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Outcomes for children are good

Children confidently explore the environment, follow their ideas and lead their own play. They play well independently and cooperatively as part of a group. Children are unfazed in new and social situations, including meeting new visitors to the childminder's home. They concentrate as they place pom-poms on the correct coloured mark, using excellent small- muscle skills to squeeze the tweezers together and picking them up. Children enjoy exploring books and listening to stories. Children develop skills that prepare them well for their next stage in learning, including the move on to school.

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Setting details

Unique reference number 308243 Local authority Lancashire Inspection number 1103549 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 11 Total number of places 6 Number of children on roll 5

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Name of registered person

Date of previous inspection 18 August 2014

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Telephone number

The childminder registered in 1994 and lives in Carnforth, Lancashire. She operates all year round from 7am to 5.30pm, Monday to Thursday, except for bank holidays and family holidays.

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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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