Childminder in Lancashire

Inspection date 13 November 2018 Previous inspection date 29 April 2015

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This inspection: Good 2

Previous inspection: Good 2 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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The provision is good

n The childminder has high expectations of what children can achieve. She provides many opportunities for them to do things for themselves and develop a good level of independence. Children self-register in the morning, get themselves ready for outdoor play and wash their hands with minimal support. n The childminder is dedicated to her role. She is highly proactive in seeking out new information to further enhance her already excellent knowledge and understanding of early years. She attends training where possible and seeks out a host of other information sources. Following recent training on behaviour management, the childminder has introduced further strategies to help children understand and manage their feelings. n Partnership working is exceptional. The childminder is entirely invested in working in partnership with all other involved professionals, including the other early years settings the children attend. Information is regularly shared and used to inform the

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The provision is good

childminder's assessments and planning. This collaborative approach greatly impacts on children's learning and development. n Children are very happy, confident and show excellent social skills. They are polite and friendly towards visitors to the childminder's home and enjoy interactions with their younger and older peers. Children are quickly learning important rules around sharing resources, due to the childminder's consistent approach to managing their behaviour.

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It is not yet outstanding because:

n On occasion, interactions during group play are not always highly responsive to ensure all children are greatly challenged and engaged. n Although self-evaluation helps the childminder to identify where she needs to improve, it is not yet sufficiently incisive to help raise the quality of practice to the highest levels.

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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

n enhance good teaching even further that challenges and engages children of different ages and development needs to the very highest levels n use self-evaluation to create even more incisive evaluations of practice and teaching.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching and the impact this had on children's learning. n The inspector carried a joint observation with the childminder and assessed the accuracy of her evaluation. n The inspector spoke with the childminder and children at appropriate times during the inspection. n The inspector viewed a range of documents, including required assessments of children's learning, training certificates and children's records. n The inspector checked evidence of suitability of household members.

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Effectiveness of leadership and management is good

The arrangements for safeguarding are effective. The childminder is very well organised and implements effective policies and procedures to keep children safe. She understands her responsibilities in ensuring children's well-being and knows how to report her concerns if she suspects a child is at risk of harm. The childminder attends training on a wide range of safeguarding issues, further supporting her in her role. The childminder works closely with parents from the very beginning and values their contributions. Parents contribute to initial assessments of children's learning and share observations from home that the childminder uses to inform her own planning. The childminder also provides lots of opportunities for parents to continue learning at home, based on current topics and children's next steps.

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Quality of teaching, learning and assessment is good

The childminder is well qualified, which contributes to her delivering high-quality teaching. She uses a range of techniques to support children's learning very well. For example, during play with puzzles, the childminder uses excellent questioning to draw out children's critical-thinking skills. She asks children if they think the different shapes will fit and why, promoting conversations around shape and size and wonderfully promoting children's ability to make predictions and test their ideas. The childminder values younger children's emerging communication skills. She recognises babies babbles and groans as early communication, offering a response to motivate their interest to communicate. Children self-select from the wide range of resources and play experiences closely matched to their interests.

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Personal development, behaviour and welfare are good

The childminder provides a warm and welcoming environment. Children enjoy secure relationships with the childminder and demonstrate that they feel safe in her care. Photographs and children's artwork fill the walls, helping to create a personal and familiar environment that children explore confidently. Children enjoy looking at the photographs of their families and those of their peers. They talk about where they were in the picture and who they are with, encouraging children to share their experiences from home and learn about others. The childminder promotes children's good health. They follow good hygiene routines, learn the importance of physical play and explore healthy foods through interesting activities.

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Outcomes for children are good

All children make good progress in their learning from their starting points and work comfortably within the range of development typical for their age. They enjoy listening to the childminder reading their favourite books and join in with parts they know, promoting their literacy skills well. Children sing nursery rhymes, explore musical instruments and use good imagination skills as they hide in the den and pretend play. Children develop a positive attitude and are keen to join in with activities. Children acquire important skills that prepare them well for the next stage in their learning.

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Setting details

Unique reference number EY422712 Local authority Lancashire Inspection number 10070906 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 - 4 Total number of places 6 Number of children on roll 4 Date of previous inspection 29 April 2015

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Registers

The childminder registered in 2011 and lives in Walton-le-dale, near Preston. She operates Monday to Thursday from 7.30am to 5.30pm, all year round except for bank holidays and family holidays. The childminder holds qualified teacher status.

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Registers

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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Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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Registers

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Registers

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Registers

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Registers

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