Childminder in Lancashire

Inspection date 18 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 enthusiastic and dedicated childminder aspires to create a home-from-home environment where children are encouraged to play, learn, have fun and develop the skills they need for their move on to school. Children are sociable and confident. They are motivated learners who demonstrate a true desire to learn, develop and achieve. n The childminder is highly responsive to children's learning needs. She readily recognises children's love for playing outdoors and swiftly enhances her play areas to help to build on their current skills. Innovative ideas, such as observing how a tadpole changes into a frog, contribute towards children's increased knowledge of how things grow and change over time. n The cheery and helpful childminder teaches children about the importance of being kind, respectful and caring to others. Meaningful and appropriate resources, such as books reflecting kind behaviour, have recently been introduced. These are having a

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This provision is good

positive impact on children's ability to manage their feelings and emotions and are helping them to consider the impact that their actions have on others. n Partnerships with parents are very good. The childminder actively engages all parents in their children's learning. Effective strategies, such as the new home learning journals, provide opportunities for parents to build on children's skills at home, such as when matching and naming various animals and their young. n The highly qualified childminder has a very good understanding of child development and the different ways that children learn and develop. Her sharp emphasis on supporting the prime areas of learning helps to secure the foundations for future learning. This contributes towards the consistently good progress that children make. n The childminder has not explored a wide range of continuous professional development that is focused on enhancing the quality of teaching to the very highest levels.

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This provision is good

n At times, the childminder overlooks opportunities to encourage children to find things out for themselves and extend on their good problem-solving skills.

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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 target a wider range of continuous professional development that is more sharply focused on enhancing the quality of teaching to the very highest levels n take advantage of opportunities that arise during play and build on children's ability to find things out for themselves, to further advance their good problem-solving skills.

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What the setting needs to do to improve further

n The inspector observed the quality of teaching indoors and outside, and assessed the impact this has on children's learning and development. n The inspector spoke with the childminder and children at appropriate times during the inspection. n The inspector and childminder jointly evaluated a planned activity. n The inspector looked at evidence of suitability, qualification and training records for the childminder and her assistant, policies and procedures, health and safety records and children's learning files. She discussed self-evaluation with the childminder. n The inspector took account of the views of parents from comments noted on recent reference letters.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder and her assistant have a good knowledge of child protection procedures. The childminder takes the necessary steps to minimise any potential risks. For example, she ensures that garden equipment such as the pond, is covered over with sturdy netting and placed behind a secure and carefully designed fence, to help to ensure that children remain safe as they play. The childminder conducts regular supervision meetings with her assistant to define what she does well and what needs to be improved. Children are actively listened to. Their ideas are added to the 'fabulous ideas book' and used to plan for their future learning. This helps to keep children focused and interested in their learning. Children's progress is monitored closely and funding is used well to help to close any emerging gaps in their learning.

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Quality of teaching, learning and assessment is good

The childminder observes children closely to tune into what they know and enjoy. She provides a broad range of experiences that promote children's exploratory impulse. For example, children enjoy exploring materials such as coloured rice, and actively fill and empty containers. The childminder intervenes well. She provides additional challenges, such as encouraging children to use tweezers to pick up rice, to help to advance their physical skills. The childminder is alert to any environmental changes, such as a change in the weather, and uses these opportunities well to promote children's learning. For example, young children are keen to use flexible tubing and streamers to explore the effects of the wind. They listen to the noises this creates and take interest in how the wind blows these around in various directions.

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Personal development, behaviour and welfare are good

The warm and caring childminder forms a secure bond with each and every child. She creates an inclusive environment where children are truly valued. Effective methods such as 'wow' moments, readily recognise and celebrate children's individual attributes and developmental milestones. This helps children to adopt a high sense of self-worth. The childminder promotes children's good health. For example, she invites children to help to prepare their own healthy wrap at lunchtime and talks to children about the importance of selecting foods from each food group to provide them with the energy they need for their day. The childminder prepares children well for their move on to school. Thoughtful ideas, such as encouraging older children to share their experience of school with younger children, help them to develop a sense of what school is like.

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Outcomes for children are good

All children make good progress. Babies explore their appealing surroundings freely. They are confident to seek comfort and assurance from the childminder in times of need. Young children spend much of their time outdoors in the fresh air. They explore using their senses and show confidence to join in with others. Sibling children make their own independent choices and take pleasure in repeatedly singing songs as they play. Children who attend during the school holidays are confident to share their knowledge of different aspects, such as the life cycle of a butterfly, with their friends. They share and take turns during games and make marks with a purpose in mind.

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Setting details

Unique reference number EY542459 Local authority Lancashire Inspection number 10090448 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 - 5 Total number of places 12 Number of children on roll 10 Date of previous inspection Not applicable

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Registers

The childminder registered in 2017 and lives in Heysham. The childminding provision is known locally as Blackberry House Childminding. The childminder operates all year round from 7.30am to 5.30pm, Monday to Thursday, and from 7.30am to 9am and 3.30pm to 5.30pm on Friday, except for bank holidays and family holidays. The childminder works together with an assistant on Tuesday, Wednesday and Thursday. The childminder provides funded early education for two-, three- and four-year-old children. She holds early years professional status and her assistant holds an appropriate 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

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

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