Childminder in Lancashire

Inspection date 11 April 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 skilled and knowledgeable childminder closely observes children's play and accurately assesses what they know and can do. She plans a wide range of challenging activities based on their interests and the next steps in their learning. Children are motivated and confident learners and make good progress. n The childminder provides a well-resourced and stimulating environment, both indoors and outdoors, that, overall, helps to promote all areas of learning. Babies crawl rapidly to the resources that particularly interest them, which helps to enhance their good physical development. n The childminder and co-childminder operate an effective key-person system that is well established. Children make very close relationships with their key person and develop strong friendships with each other. They demonstrate high levels of emotional security in the childminder's home. n The support in place for children with special educational needs and/or disabilities

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This provision is good

(SEND) is very good. Effective partnership working with external professionals ensures intervention plans are highly successful and gaps in learning close quickly. n Children enjoy a wealth of opportunities to explore the outdoors and access groups in the local area in which they live. This helps them to develop a good awareness of the similarities and differences between people and communities and the world around them. n The childminder does not consistently provide a rich range of opportunities to enhance older children's learning in some aspects of early literacy. n The childminder does not use highly effective strategies to help parents to support children's learning at home to further enhance consistency and continuity for children.

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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 provide more opportunities for older children to develop their understanding of linking sounds to letters, to enhance their early literacy skills even further n provide more information for parents to support children's ongoing learning at home and to help to build on their good progress.

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What the setting needs to do to improve further

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 talked to children and the childminder at appropriate times during the inspection. n The inspector completed an evaluation of a planned adult-led activity with the childminder. n The inspector looked at relevant documentation, including children's records, safeguarding policies and procedures and evidence of the suitability of the childminder and other adults living and working on the premises. n The inspector took account of the views of parents from written statements and feedback on questionnaires obtained by the childminder.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder has a good understanding of how to identify signs and symptoms of abuse and neglect. She has a good knowledge of what to do and who to contact in the event of a child protection concern. The childminder uses self- evaluation effectively. She adapts the environment, resources and activities to meet the changing learning needs and interests of children. The childminder is proactive in seeking out information, to help to improve her practice, knowledge and skills. For example, she meets with other childminders to share good practice and accesses information from books and on the internet. The childminder shares information with parents about children's progress and what they are learning about in the setting. She carefully tracks children's progress. This enables her to quickly identify any gaps in their learning and, with permission from parents, seek external intervention, if necessary.

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Quality of teaching, learning and assessment is good

The childminder interacts skilfully with children to help to support the development of their good communication and language skills. She provides an ongoing commentary during play activities. The childminder gives children time to think before they respond to the questions that they are asked. Children talk about what they are doing, what they are going to do and competently recall past events. The childminder repeats the sounds that babies make. She babbles back to them to help them to develop an awareness of two-way conversation. Children are confident communicators. The childminder makes good use of her interactions in children's self-chosen play to help to enhance their mathematical development. Children count how many dots are on a die, find the matching number and put the corresponding number of pegs into the holes. They begin to use mathematical language that is modelled by the childminder. For example, 'one

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Personal development, behaviour and welfare are good

The childminder pays close attention to children's need to rest and sleep and follows the same routines as they experience at home. Care practices are very good and have a positive impact on children's good health and well-being. The childminder supports children to gain a greater awareness of the importance of healthy eating. She discusses meals and helps them to make healthy choices. The childminder has exciting plans for the future to use a nearby allotment to help to enhance children's knowledge of the world around them. She provides children with clear and consistent boundaries and plays alongside them to teach them how to share and take turns. Children behave well and are kind and helpful towards the childminder and each other.

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Outcomes for children are good

Babies and children make good progress in relation to their starting points. This includes children with SEND. Children are very imaginative. For example, they attach pipe cleaners to phones and pretend to 'charge' them. They make dinner in the mud kitchen and tell the childminder that they need some oil to cook the pasta. Overall, children are well prepared with the skills they need for future learning and school.

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Setting details

Unique reference number EY541442 Local authority Lancashire Inspection number 10089902 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 - 7 Total number of places 6 Number of children on roll 7 Date of previous inspection Not applicable

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Registers

The childminder registered in 2017 and lives in Shawforth, Rochdale. She operates from 7.30am to 5:30pm all year round from Monday to Thursday, except for bank holidays and family holidays. She provides funded education for two-, three and four-year-old children. The childminder works with a co-childminder.

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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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