Childminder in Lancashire

Inspection date 6 December 2018 Previous inspection date 20 October 2014

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This inspection: Good 2

Previous inspection: Met 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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This provision is good

n The childminder establishes secure and trusting relationships with children. This helps them settle quickly, happily and confidently into their play. n The childminder establishes good partnerships with other early years professionals. For example, she regularly shares children's achievements with staff at settings they also attend. This helps provide a good consistency to their shared care and learning. n Children have good opportunities to develop their mathematical skills to support their future learning. For instance, they complete simple sums with confidence. n The childminder is keen to keep up to date with new ideas and build on her knowledge and skills. For example, she completes regular independent reading and research. n Children have good opportunities to learn about other people's similarities and differences. For example, they learn about traditions of other countries and religious beliefs, such as, they try on traditional Indian dress and make sweets for Diwali.

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This provision is good

n Children have good opportunities to develop their imagination. They enjoy a wide range of role play, such as using puppets and props to bring their favourite stories alive. n The childminder misses some opportunities to extend children's interest to explore and investigate the natural world even further. n The childminder does not make the most out of opportunities to share children's achievements between her setting and home with parents more extensively.

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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 extend children's opportunities to develop their interest and skills to explore and investigate the natural world further n build on the already good partnerships with parents to share children's achievements and strengthen the consistency of care and learning they provide children even further.

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What the setting needs to do to improve further

Inspection activities n The inspector viewed the areas of the childminder's home that children use. n The inspector observed the childminder interacting with the children. n The inspector sampled written documentation, such as children's progress reports, and policies and procedures. n The inspector spoke with children and the childminder at convenient times.

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Effectiveness of leadership and management is good

The childminder effectively evaluates her practice. She reflects on the day's events and how well the experiences and activities kept children motivated to learn. The childminder uses her findings to support her future activity plans. She takes into careful consideration the feedback and ideas children share in daily discussions. This supports children to feel valued and listened too and helps them remain engaged in their learning experiences. Safeguarding is effective. The childminder has a good knowledge of the safeguarding and child protection procedures to follow to help protect children's welfare and keep them safe. Children learn to keep themselves and others safe. For example, they discuss how to cross the road safely during daily walks in the community.

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Quality of teaching, learning and assessment is good

The childminder closely monitors and tracks children's individual progress. This supports her to highlight any gaps in their progress quickly. She provides children with good support to help them catch up in their learning promptly. The childminder skilfully builds on children's interests and ideas. For instance, children who are excited to play musical instruments are encouraged to go on and make up their own rhymes and songs. The childminder helps children to prepare for their future move to school well. For example, children confidently recognise simple letters and words. Children are confident to communicate and they are keen to share their stories and news with the childminder and their friends. The childminder supports children to develop good listening and speaking skills. For example, she consistently asks them thought-provoking questions.

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Personal development, behaviour and welfare are good

Children are polite and behave well. For example, children follow the rule boundaries and know what is expected of them. Children develop good physical skills. For example, they confidently negotiate larger climbing equipment at regular trips to the park, like balancing beams. Children have good opportunities to develop their hand-to-eye coordination. For instance, they enjoy using scissors and tape to wrap 'presents'. Children have good opportunities to learn about the importance of healthy eating. For example, they help make a range of healthy snacks, like fruit kebabs.

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Outcomes for children are good

All children make good progress in relation to their individual starting points. Children develop good skills to support their future learning. They develop good writing skills. For instance, children give meaning to marks they make and write simple words with confidence. Children are independent, such as they confidently choose their own play. Children have good opportunities to be creative. For example, they enjoy a wide range of art activities and make three-dimensional models using a variety of different materials.

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Setting details

Unique reference number EY381314 Local authority Kent Inspection number 10083464 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 4 - 7 Total number of places 6 Number of children on roll 4 Date of previous inspection 20 October 2014

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Registers

The childminder registered in 2008 and lives in the Maidstone, Kent. She minds children Monday, Wednesday and Thursday, from 7.30am to 6.30pm, all year around. The childminder holds a relevant early years qualification at level 3. The childminder receives funding to provide free early education for children aged four years.

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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

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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