Childminder EY554042

Inspection date

Previous inspection date 13 March 2018 Not applicable

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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

 Children are extremely happy and settled in the childminder's care. They have formed trusting bonds with her and seek her out for comfort and reassurance.  Partnerships with parents are good. Parents are involved in their children's care and learning. A two-way flow of information helps the childminder to fully support children's changing needs.  Children benefit greatly from the wealth of trips and visits organised by the childminder and her co-childminder. They read stories at the library, pet the animals at the farm and meet new friends at toddler groups. These experiences help to extend children's social skills and confidence away from the setting.  The childminder helps children to lead a healthy lifestyle. Children enjoy meals and snacks that are nutritionally balanced and tailored to meet their individual dietary requirements. Fresh water is readily available.  The childminder works well with her co-childminder. Together they seek the views of all

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This provision is good

service users when reflecting on their practice. This allows them to make meaningful changes.

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It is not yet outstanding because:

 The childminder does not use information from assessments as effectively as possible to plan highly challenging activities for children that take into account their unique ways of learning and complement the learning undertaken at other settings they attend.  The childminder's professional development is not sharply targeted to help continually enrich her care and teaching to raise outcomes for children even further.

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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

 use information from assessments to plan more highly effective experiences that take into account children's individual learning styles and complement their learning at other settings  make better use of professional development opportunities to continually develop skills and knowledge.

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Inspection activities

 The inspector observed the childminder engaging with children during activities indoors and outside, and assessed the impact this has on their learning.  The inspector spoke to the childminder, her co-childminder and the children throughout the inspection.  The inspector looked at relevant documentation and checked evidence of the suitability of the childminder and other household members.  The inspector took into account the views of parents as she looked at recent parental questionnaires and feedback given using cards and letters.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder fully understands her role and responsibilities to keep children safe and knows who to contact should she have concerns about a child's welfare. The childminder checks the environment on a regular basis and takes appropriate steps to minimise any risk of harm to children, in her home and on any outings. The childminder makes meaningful evaluations of her service. She works closely with her co-childminder, parents and children to make purposeful adaptations to the setting. Partnerships with parents are good. The childminder speaks to parents daily and provides them with regular feedback on their children's learning and progress. Overall, the childminder has a secure understanding of the early years foundation stage. She uses this to plan interesting activities for children that help them make good progress in their learning.

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Quality of teaching, learning and assessment is good

Children participate in a wide variety of activities, indoors and outdoors. The childminder supports children's communication and language well. She interacts down at their eye level and provides gentle commentary as they play. She supports children to develop their social, creative and imaginative skills. For example, children play cooperatively in the domestic role-play area. They allocate the roles they will play and confidently share their ideas and experiences with each other and the childminder. Additionally, they excitedly retell a favourite story and use available props, such as soft toys, to support their play. The childminder makes the most of these experiences to help children extend their mathematical skills. For example, they group the soft animals and count out how many there are in each group.

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Personal development, behaviour and welfare are good

The childminder and her co-childminder are good role models. A strong focus is placed on children using good manners and working together as a team. This contributes to children's good social skills and they behave extremely well. Settling-in sessions are used well to ensure there is a smooth move from home to the setting. The childminder supports children's understanding of how to keep themselves safe. Children help with tasks, such as tidying away toys and know to wait for the childminder before they go outdoors. Children enjoy regular visits to the local park where they are able to swing, climb and balance. These experiences promote their physical skills and contribute to their overall well-being and fitness.

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Outcomes for children are good

Children have fun and thoroughly enjoy their time at the childminder's setting. They are independent and confident individuals. They are developing good independence skills. For example, they manage their own personal hygiene needs and are eager to help with tasks, such as putting on their own coats and shoes. Children enjoy many different outings in the local community. These experiences support children to develop their social skills away from the setting. Children are developing the skills needed for future learning and school.

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Setting details

Unique reference number EY554042 Local authority Lancashire Inspection number 1119447 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 8 Total number of places 6 Number of children on roll 9

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Name of registered person

Date of previous inspection Not applicable

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Telephone number

The childminder registered in 2017 and lives in Caton, Lancaster. The childminder works with another childminder and operates all year round from 8am to 6pm, Monday to Friday.

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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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