Childminder EY540557

Inspection date 10 January 2019 Previous inspection date Not applicable

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This inspection: Good 2

Previous inspection: Not applicable 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 enthusiastic childminder is truly committed to the work that she does. She aspires to 'create the stepping stones that support children to be happy, healthy and successful in their all-round development'. This helps children to flourish and contributes towards them adopting lifelong skills for the future. n The childminder takes a special interest in children's lives at home. She prepares children well for any changes, such as the arrival of a new baby. Prompt actions, such as holding meaningful conversations and linking role play, help children to learn about the similarities and differences that connect them to and distinguish them from others. n The knowledgeable childminder has high expectations for what children can achieve. She plans a good range of experiences that, largely, motivates and challenges children to build on what they already know. All children make good progress and demonstrate

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This provision is good

a sheer desire to learn, develop and achieve. n The childminder encourages children to be independent. She readily involves children in everyday routine tasks, such as washing their own hands and preparing their own healthy lunches, to aid their advancing self-care skills. n The childminder keeps parents well informed of their children's learning and progress. She shares innovative home learning ideas that help children to build on skills, such as ordering numbers, identifying the initial sounds in words and creating a sequence. This prepares children well for their eventual move on to school. n The childminder has not explored a wide range of continuous professional development that is sharply focused on raising the quality of teaching to an outstanding level. n At times, the childminder does not expand on opportunities for children to find their own solutions to the problems that they encounter during play.

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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 apply a sharper focus when planning for continuous professional development and target more opportunities that aim to enhance the quality of teaching to the very highest levels n extend opportunities for children to solve problems by themselves during play.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching and assessed the impact this has on children's learning and development. n The inspector spoke with the childminder and children at appropriate times during the inspection. n The inspector and childminder jointly evaluated a planned activity. n The inspector looked at evidence of suitability, a record of the childminder's qualifications and training, policies and procedures, health and safety records and children's learning files. She discussed self-evaluation with the childminder. n The inspector took account of the views of parents from comments noted on recent feedback forms.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder has a good understanding of the procedures to follow to protect children's welfare. Risk assessments are comprehensive. The vigilant childminder is alert to any potential hazards, such as the impact of prolonged wet and icy weather on outdoor play surfaces. She takes prompt and effective action to help to prevent any accidents and keep children safe. The childminder aspires to improve. She values the feedback she receives from children, parents and others and acts on their views. For example, in response to parent feedback, the childminder quickly adapts routines, such as sleep times during the day, to help to ensure that children benefit from a good night's sleep at home. This contributes towards children's improved health and well-being. Tracking is used well to identify and close any gaps in children's learning.

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Quality of teaching, learning and assessment is good

The childminder observes children closely to tune in to what they know and enjoy. She encourages children to tackle new challenges, to help to build on their current skills. For example, the childminder invites children to complete an alphabet floor puzzle. She promotes early friendships and encourages children to work together to achieve a common goal. Her purposeful interventions help children to learn new words and identify letters of personal significance, such as the initial letters of their names. This helps children to acquire good early reading skills. Children enjoy operating simple equipment, such as a toy motion dog. The childminder uses these opportunities well to introduce children to new technology, such as interactive speakers, that advance their ability to communicate clear and concise instructions. The childminder forms good links with teachers from local schools and nurseries that children move on to.

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Personal development, behaviour and welfare are good

The childminder forms a secure bond with each child from the onset. She provides comfort, support and assurance to children on arrival to help to foster their emotional well-being so that they feel happy, settled and assured as parents leave. The childminder applies a calm, sensitive and consistent approach to behaviour management. She instantly intervenes to resolve the few conflicts that arise during play and helps children to gain an awareness of the impact that their actions have on others. This helps children to adopt respectful, caring and considerate attitudes. The childminder provides intriguing outdoor activities that help to promote children's good health. For example, daily walks to places of interest, such as the local wildlife reserve, encourage children to be active and contribute towards their good knowledge of living things and the environment.

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Outcomes for children are good

All children make good progress. Boys express a desire to engage in imaginative role play based on their current interest of superheroes. Girls show a particular interest in the sounds that musical instruments make. All children are confident and join in with words and actions to familiar songs. They enjoy using tools for a purpose to make marks and often distinguish between the marks they make. Children readily praise one another. They cooperate with boundaries and share resources with little support.

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Setting details

Unique reference number EY540557 Local authority Lancashire Inspection number 10080036 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 2 - 5 Total number of places 6 Number of children on roll 6 Date of previous inspection Not applicable

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Registers

The childminder registered in 2016 and lives in Walton-le-Dale, Preston. She operates all year round from 7.45am to 5.45pm, Monday to Thursday, except for bank holidays and family holidays.

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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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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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