Mulliner, Rebecca Jane

Inspection date

Previous inspection date 29 January 2018 8 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 is an experienced, well-qualified practitioner and the quality of her teaching is good. She has a firm knowledge of how children learn in a play-based environment and uses her skills well, overall, to support them to make good progress.  The childminder provides excellent support for children who have special educational needs and/or disabilities. High priority is placed on working closely with all those involved in the care and development of children. The childminder actively contributes to all information sharing to ensure the needs of children are well known and met.  Children are happy, confident and demonstrate they feel safe and secure in the childminder's care. They enjoy close relationships with the childminder, who is warm and nurturing towards them and attentive to their needs. She promotes children's physical and emotional well-being effectively.  Children have good opportunities to learn about the wider world and people and

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This provision is good

communities beyond their own experience. The childminder shares with children her experiences of travelling to interesting parts of the world. Together, they explore the traditional foods, buildings and the culture, promoting children's awareness well.

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It is not yet outstanding because:

 On occasions, the childminder does not encourage children to make connections between their experiences, limiting some learning opportunities.  There are fewer opportunities for children to actively manage risks and challenges and learn independently how to keep themselves safe.

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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

 promote children's thinking and learning even further and help them to make connections between their previous learning and experiences  extend opportunities and experiences for children to manage risks and challenges.

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Inspection activities

 The inspector observed teaching and assessed the impact this has on children's learning.  The inspector spoke to the childminder and children at appropriate times during the inspection.  The inspector viewed children's records, planning documentation and a range of other documentation, including policies, procedures and self-evaluation tools.  The inspector took account of the views of parents from letters left for the inspector.  The inspector carried out a joint observation with the childminder and took account of her evaluations.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder demonstrates a clear knowledge and understanding of how to identify and report any safeguarding concerns. Risk assessments are carried out effectively, helping to minimise risks within the home and on trips out. The childminder monitors the progress children make over time and is able to identify where children may require additional support. The childminder shows a strong commitment to improving the quality of her provision. She evaluates the effectiveness of all aspects of her practice to identify ways she can improve. The childminder continuously updates her skills and knowledge. Recent training on promoting children's communication has helped the childminder to consider different learning environments for them and how these impact on their communication skills.

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Quality of teaching, learning and assessment is good

The childminder differentiates her teaching well, providing support and challenge appropriately. For example, she offers younger children's choices, helping to build their growing vocabulary. Older children are supported to think critically. The childminder models being a thinker and asks a range of well-posed questions. The childminder makes ongoing observations of children's play and uses this information well to identify their next steps in learning and plan challenging activities. This information is shared with parents on a regular basis, keeping them up to date on their children's achievements. Feedback from parents includes comments, such as, 'We feel involved in his care and able to talk to him about his day' and, 'We are thoroughly happy with the level of care'.

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Personal development, behaviour and welfare are good

Children enjoy their time in the dedicated and well-presented playroom. They eagerly explore from the wide range of resources available which is presented attractively and stored well to enable children to select toys independently. Children demonstrate positive behaviour. They are kind and gentle with younger children. They share resources and invite others to join in with their play. Children learn the importance of healthy lifestyles as the childminder skilfully embeds these into everyday play. For example, children thoroughly enjoy being doctors. They use the role-play items to make the childminder 'better'. They listen to her heart using the stethoscope and talk about being healthy. Children wash their hands as part of the daily routine, enjoy healthy snacks and participate in plenty of physical play outdoors.

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Outcomes for children are good

Children, including those who have special educational needs and/or disabilities, are developing the key skills required for starting school. Children show a keen interest in their learning, especially listening to stories, where they use good listening and attention skills. They use good small-muscle movements as they feed themselves and show control in holding pens to make marks. Children show developing skills in mathematics when they describe the size and shapes of items in the environment.

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Setting details

Unique reference number EY298226 Local authority Lancashire Inspection number 1104289 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 3 Total number of places 6 Number of children on roll 7

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Telephone number

The childminder registered in 2004 and lives in Slyne, Lancaster. She operates all year round from 7.30am to 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a relevant early years 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

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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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