Childminder in Lancashire

Inspection date 5 February 2019 Previous inspection date 18 August 2014

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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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This provision is good

n The childminder provides a homely, clean and stimulating learning environment that contributes towards meeting children's individual needs. Children form warm and trusting relationships with the childminder. They are content and settled in her care. n Children have lots of fun as they learn through play. They enjoy easy access to a wealth of good-quality resources and eagerly participate in a wide variety of exciting learning experiences. They concentrate on their chosen activities and are motivated to learn. n Children benefit from daily opportunities to develop their physical skills. They have regular access to the large outdoor area. Children visit a variety of playgroups and attend places of interest, such as parks and woodlands. These occasions help to support children's emerging social skills and their understanding of the wider world around them. n The childminder's partnerships with parents are well established. The childminder talks

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This provision is good

with parents on a daily basis and shares children's learning journeys regularly. This helps parents to support their child's learning at home. n The childminder does not ask parents for precise information about their children's abilities and stages of learning when they first start at the setting, in order to inform initial planning. n The childminder does not use information gathered from observations effectively enough to help children make even better progress.

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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 gather more detailed information from parents about children's existing skills and abilities when they first start at the setting n use information gained from observations of children's learning more effectively, in order to aid even sharper identification of children's emerging needs and to help promote rapid progress in children's learning.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector held a number of discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living in the household. n The inspector spoke to children during the inspection. n The inspector took account of the views of parents through written feedback provided.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder has a sound understanding of her role and responsibility in protecting children from harm. She is able to recognise the possible indicators of abuse and knows who to refer to if she has any concerns about a child's welfare. The childminder is committed to developing her knowledge and skills. She attends relevant training, shares good practice ideas with other childminders and completes her own online research. The childminder monitors the progress that children make and understands the importance of sharing information with other early years providers, in order to complement children's learning and development. The childminder continually reflects on practice and evaluates the provision, taking into account the views of parents and children. This helps to drive improvement and enhance learning opportunities for children.

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Quality of teaching, learning and assessment is good

The experienced childminder knows what each child's level of development is. She assesses children's progress regularly and, overall, uses this information well to plan activities for the children to enjoy. For example, children play with porridge oats. They are encouraged to scoop the oats and fill containers, developing their hand-to-eye coordination. The childminder sensitively introduces mathematical concepts as she talks about containers being full, small and heavy. Together, they count how many scoops are needed. The childminder supports children's communication and language well. She engages children in conversation and models words that help to extend their understanding, vocabulary and listening skills. Additionally, she provides a commentary of what children are doing in their play. This helps to support younger children's thinking skills and allows them the time to make sense of their actions.

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Personal development, behaviour and welfare are good

The childminder is very friendly and nurturing. She effectively supports all the children that she cares for. She is a good role model and promotes positive behaviour at all times. She offers an abundance of praise and encouragement to children as she supports them to share resources and take turns. Children follow instructions well. They help to tidy away toys, working collaboratively together to 'get the job done'. This aids children's understanding of what is expected of them. The childminder gives high regard to children's physical well-being. For example, children participate in daily warm up activities to get them ready for the day ahead. They move their bodies in time to the music and copy familiar actions and rhymes.

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Outcomes for children are good

Children make good progress from their starting points. They are inquisitive and show a positive attitude towards their learning. Children are happy and well cared for, showing contentment and increasing levels of confidence. They develop independence as they attempt tasks for themselves, such as handwashing and cutting up fruit at snack time. These key skills contribute towards preparing children in readiness for their future move to nursery or school.

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Setting details

Unique reference number 308105 Local authority Lancashire Inspection number 10059815 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 - 1 Total number of places 6 Number of children on roll 5 Date of previous inspection 18 August 2014

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Registers

The childminder registered in 1993 and lives in Clayton-le-Moors, Accrington. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except bank holidays and family holidays. The childminder holds a relevant qualification at level 3.

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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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