Childminder in Lancashire

Inspection date 6 March 2019 Previous inspection date 24 November 2016

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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 works effectively with the co-childminder to provide a welcoming environment and nurtures children to be confident learners. He supports all children to make good progress from their starting points. n The childminder establishes strong partnerships with parents. He keeps them informed about their children's learning, progress and achievements. Parents comment that the childminder provides many ideas to help further support learning at home. n The childminder completes daily observations and accurate assessments. He uses this information to get to know children well. The childminder develops purposeful planning to support what each child needs to learn next and help them to make good progress. For example, he provides opportunities throughout the day to promote children's early writing skills, ready for school. n Children's emotional well-being is supported well through the strong bonds they have

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This provision is good

with the childminder. They are confident, self-assured and make close friendships with their peers. n The childminder does not make the most of opportunities to promote children's mathematical knowledge and skills to the highest level. n The childminder does not consistently support children to learn about people and communities beyond their own experiences.

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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 expand the range of mathematical opportunities, to help develop children's mathematical knowledge and skills to even higher levels n increase opportunities for children to learn about people and communities beyond their own experiences.

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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. She 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 demonstrates a robust knowledge of the possible indicators that children are at risk of harm. He understands his responsibilities and the procedures to follow should he have concerns relating to a child's welfare or safety. The childminder supervises children effectively as they move between different areas of the indoor and outdoor environment. He shares discussions with his co- childminder and seeks the views of parents and children to reflect on his practice. The childminder has recently re-designed the outdoor play area so that children can use it safely in all weathers. He attends regular training to improve his knowledge and skills. For example, he recognises how to identify and support the different ways that children learn. His positive partnerships with parents and other settings that children attend support a consistent approach to children's learning.

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Quality of teaching, learning and assessment is good

The childminder follows children's interests very well and plans opportunities and experiences to stimulate their curiosity and learning. For example, he plans visits to the local nature reserve and zoo. Children match the animals to the picture on their clip board and learn new words, such as 'howler monkey'. They play with imagination and creativity. For example, children use the props as they sing songs and remember the accompanying actions. Children think critically as they design steps using dominoes. The childminder knows when to give children time to experiment and when to step in and offer help. He gives clear instructions and models activities to encourage children to join in and 'have a go'. He explains how to thread the cereal onto the pipe cleaners then twist the ends to make a bird feeder. Children concentrate as they carefully position the fishing rod to attach the magnets together in the fishing game. They are developing the

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Personal development, behaviour and welfare are good

The childminder encourages parents to share information from the start. This helps him to get to know children's care needs and routines and support children to settle quickly. He follows guidance from parents to help children to feel safe and sleep comfortably. The childminder praises children for their efforts and contributions. Children are proud of their achievements. They enjoy hanging their bird feeders on the branches of the tree. Children learn how to keep themselves safe, for example as they use the knife to chop their fruit. The childminder is a good role model and gives gentle reminders of expectations. Children are kind and considerate and learn how to respect each other. For example, they readily apologise if they think they have done something wrong. Children have plenty of opportunities to exercise and play outdoors in the fresh air.

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Outcomes for children are good

Children thoroughly enjoy their time with the childminder. All children demonstrate good levels of independence and a strong sense of belonging. They are eager to put on their own coats and shoes in readiness for outdoor play. Older children develop good self-care skills and use the toilet independently. Children make good progress and are well prepared for their eventual move on to school.

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Setting details

Unique reference number EY444423 Local authority Lancashire Inspection number 10099149 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 - 10 Total number of places 6 Number of children on roll 6 Date of previous inspection 24 November 2016

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Registers

The childminder registered in 2012 and lives in Much Hoole. He works with a co- childminder and operates all year round from 7.30am to 5.30pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds a relevant childcare qualification at level 3. He provides funded early education for two-, three- and four-year- old children.

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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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