Childminder EY541507

Inspection date 28 February 2019 Previous inspection date Not applicable

p.1

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

p.1

This provision is good

n The childminder knows children extremely well. She has a good understanding of child development and prepares children well for the next stages in their learning. Children make good progress from their starting points. Any gaps in their learning are promptly identified and close quickly. n The childminder is wonderfully calm and nurturing with children. She has the children's emotional well-being at the centre of everything that she does. The childminder speaks softly and helps children to become increasingly self-assured. n The childminder is very perceptive to children's emotional needs and makes changes to ensure that they remain settled and happy. For example, she adjusts routines to ensure that children sleep when they are tired and eat when they are hungry. n The childminder establishes positive relationships with parents. She exchanges detailed information and shares regular updates about children's progress. This helps to

p.1

This provision is good

promote complementary care and learning for children. Parents comment that they are consulted regularly and the childminder considers their views. n The childminder skilfully interacts with children and knows how to make the most of their fascinations to extend their learning. She asks them challenging questions and draws children's attention to things that happen and change. n The childminder engages with parents to support her self-evaluation. However, she has not identified precise targets to inform her priorities for improvement. n The childminder's professional development programme does not focus strongly enough on raising the quality of her practice to a higher level.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

n extend self-evaluation procedures and identify more ways to improve the provision and outcomes for children n consider further professional development opportunities that help raise the quality of teaching to an even higher level.

p.2

What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching activities and assessed the impact this has on children's learning. n The inspector jointly evaluated a teaching activity with the childminder. n The inspector held a meeting with the childminder and discussed self-evaluation. n The inspector looked at relevant documentation, such as evidence of the suitability of adults living at the premises. n The inspector spoke to children during the inspection and reviewed questionnaires completed by parents, and took account of their views.

p.2

Effectiveness of leadership and management is good

Arrangements for safeguarding are effective. The childminder keeps herself up to date with the local authority's procedures which help to keep children safe. She knows when a concern must be reported and knows the signs and symptoms that may require immediate attention. The childminder risk assesses her home effectively and makes appropriate adjustments to ensure that the environment is suitable for babies and children. Her practice is underpinned by an uncompromising commitment to equality and she encourages children to be kind, take turns and respect one another. The childminder monitors children's progress well. She knows how to engage with parents and how to access the support of professionals where necessary.

p.3

Quality of teaching, learning and assessment is good

The childminder helps children to become good communicators. Children benefit from a language-rich environment, where discussion and conversation are continually provided. The childminder talks to babies and explains what is going to happen so that they know what to expect. She provides a narrative while playing with children so that they can hear new words and understand what they mean. She listens and responds well when babies babble, helping them to understand a two-way conversation. The childminder models mathematical vocabulary for children to hear. She uses number names, shapes and colours as they play together.

p.3

Personal development, behaviour and welfare are good

The childminder uses her good experience of providing for babies and young children to shape the experiences that she provides. She builds strong emotional bonds with children and they feel comfortable to participate in activities. The childminder believes that children learn best when they make choices and choose to engage in activities. She skilfully captivates children's interests. Children have access to a good range of experiences in and out of the home. Their physical well-being is supported well. The childminder provides a stimulating and safe environment for babies and young children. She is a good role model and has a calming effect on children. Children behave extremely well. The childminder has highly successful settling-in procedures in place. Children settle remarkable quickly and the childminder works closely with parents to ensure that they make a positive start.

p.3

Outcomes for children are good

Children are incredibly happy, content and emotionally secure. Babies particularly enjoy sensory experiences. They show immense delight, moving their feet up and down rapidly with excitement as they explore silver foil. Babies and young children are very vocal and the childminder encourages their communication. They enjoy sharing stories and singing songs with the childminder. Children show curiosity. They grow in confidence to explore new things with the close reassurance of the childminder. From an early age, children learn about hygiene routines, such as washing their hands before eating. Young children quickly become motivated to be independent. They enjoy small tasks, such as helping to sweep up with a dustpan and brush.

p.3

Setting details

Unique reference number EY541507 Local authority Lancashire Inspection number 10090408 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 0 - 2 Total number of places 6 Number of children on roll 2 Date of previous inspection Not applicable

p.4

Registers

The childminder registered in 2017 and she lives in Leyland. She operates from 7.30am until 5.30pm on Tuesday to Friday, all year round, apart from bank holidays and family holidays.

p.4

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.

p.4

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.

p.4

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 .

p.5

Registers

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.5

Registers

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

p.5

Registers

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

p.5