Regan, Nicola

Inspection date 25 February 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 childminder is a highly qualified and experienced early years practitioner. She works closely with her well-qualified assistants to ensure that all children progress well. n The childminder's partnerships with parents are strong. Parents appreciate the regular updates they get about their children's progress. They value the childminder's flexibility and feel well supported to promote learning at home. n The childminder has high expectations of all children. She gently and consistently promotes the setting rules and routines. Children's behaviour is excellent as a result. n The childminder gathers detailed information about children's interests, needs and care routines when they start in the setting. This enables her to help children feel comfortable and settle quickly. n The childminder is committed to continually improving the setting. She seeks and acts upon the views of children, parents and staff as part of this process.

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This provision is good

n The childminder provides children with a wide variety of good-quality resources, toys, tools, equipment and texts. Children make choices and lead their own learning. n Children help with real tasks in the setting. They work together to tidy up and organise resources. They learn to pour their own drinks, developing confidence and independence. n The childminder is committed to continued professional development. However, her professional development procedures have not been fully embedded for her assistants, in order to promote the highest quality practice. n Occasionally, the childminder does not encourage children to think about and solve problems as they 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 strengthen arrangements for supporting assistants to raise the quality of their practice, knowledge and skills even further n seek even more opportunities to support children's problem-solving and thinking skills.

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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 discussion and written feedback provided.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder follows safe recruitment and vetting procedures. She ensures that her assistants understand their roles and responsibilities. She keeps them up to date with all legal requirements and involves them in all aspects of improvement practice. The childminder understands how to keep children safe. She knows the procedures to follow if she or her assistants have concerns about a child's welfare or development. The childminder is committed to working with other professionals to meet children's needs and has good relationships with the local schools. Children's progress is closely monitored and any gaps in their learning are addressed through planned activities.

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Quality of teaching, learning and assessment is good

Teaching is good. The childminder provides the children with a variety of engaging activities which are based on their interests and developmental needs. As a result, children focus for long periods and are enthusiastic to try new things. For example, children are fascinated when the childminder introduces slime to their outdoor play. They listen intently as she explains what it is and pours it out for them to investigate. Children talk about how it feels when they stretch it, squeeze it and mix it with other natural materials. The childminder promotes mathematical development well. Children talk about their age and they select and recognise numbers. The childminder encourages children to count and understand size and shape. Children have many opportunities to develop skills across all areas of learning, inside, outdoors and on many outings. They learn about similarities and differences.

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Personal development, behaviour and welfare are good

The childminder helps children to recognise dangers and to manage their personal safety. For example, she promotes road safety and helps children to assess and minimise risks in the environment. The childminder encourages the children to learn about how their actions have an impact on others. For example, when children have difficulty sharing resources, she skilfully intervenes and gently reminds them how to take turns. The childminder helps children to follow good hygiene rules and learn about making positive lifestyle choices. She talks to children about the importance of washing their hands and ensures that they get regular exercise, healthy snacks and drinks. Children learn to care for living things and the natural world. They show good levels of involvement and are motivated to learn. Children develop strong friendships with children of all ages. This promotes a family feel in the setting.

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Outcomes for children are good

All children make good progress from their individual starting points. They develop the skills and knowledge to help them achieve the next stage of their learning. Children are well prepared for school and talk excitedly about moving on from the setting. Children demonstrate good coordination and control. They carefully move and place figures and vehicles as part of small-world play. These physical skills which support early writing are evident in children's ability to hold chalks and draw different shapes.

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Setting details

Unique reference number EY542952 Local authority Lancashire Inspection number 10090084 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder Age range of children 0 - 7 Total number of places 18 Number of children on roll 16 Date of previous inspection Not applicable

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Registers

The childminder registered in 2017 and lives in Lancaster, Lancashire. She operates all year round from 7.30am to 5pm, Monday to Friday, except bank holidays and family holidays. The childminder holds an appropriate qualification at level 6. She works with two assistants.

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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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