Childminder in Lancashire

Inspection date 14 May 2019 Previous inspection date 10 December 2014

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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 Children's emotional well-being is supported very effectively. The kind and caring childminder provides a warm, welcoming and homely environment where children thrive and enjoy nurturing relationships. Children display high levels of confidence from a young age. They are comfortable with new visitors to the childminder's home and in other social situations. Children make good progress in all areas of learning. n The childminder gives children time and space to explore the very well-resourced learning environment. She supports children's learning well as she plays alongside them, seizing opportunities to build upon what children are interested in and incorporate the skills they need to learn next. However, sometimes unnecessary background noise is distracting for children. n Partnerships with parents are strong. Parents are widely involved in their children's learning and their contributions are valued. The childminder keeps them up to date

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This provision is good

about their children's progress, sharing next steps and ideas and suggestions to enable parents to build on their children's learning at home. This helps to create a collaborative approach. n The childminder is well qualified and experienced, which contributes to her delivering good levels of teaching. However, the childminder has recognised the importance of engaging in regular professional development opportunities to drive quality even further and raise teaching and practice to an outstanding level. n The childminder's use of self-evaluation is effective. She accurately recognises the strengths in her practice and targets for improvement are extremely well informed. For example, following recent safeguarding training, the childminder plans to create a new policy and enhance her practice around child empowerment, linking to supporting children's awareness of their own safety.

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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 and reinforce existing good knowledge and focus more precisely on ongoing professional development that drives quality to the very highest level n reduce background noise levels so that children's concentration and engagement in activities are fully promoted.

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What the setting needs to do to improve further

n The inspector observed the quality of teaching and the impact this has on children's learning. n The inspector carried a joint observation with the childminder and assessed the accuracy of her evaluation. n The inspector spoke to the childminder and children at appropriate times during the inspection. n The inspector viewed a range of documentation, including required assessments of children's learning, training certificates and children's records. n The inspector checked evidence of the suitability of household members.

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Effectiveness of leadership and management is good

The arrangements for safeguarding are effective. The childminder has a firm understanding of child protection procedures and the signs, symptoms and indicators she needs to be aware of which might indicate that a child is at risk of harm. She has detailed policies and guidance to follow should she ever have concerns about a child in her care. Effective risk assessments are in place and appropriate action is taken to create a safe environment for children to explore. There are good systems to review the progress children make over time. The childminder tracks how children are progressing towards the early learning goals and identifies any areas where they may require additional support.

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Quality of teaching, learning and assessment is good

The childminder makes accurate assessments of children's learning to identify next steps and inform planning. She uses a range of teaching techniques that engage and interest even the youngest children effectively. For example, babies show an interest in books, and the childminder supports this as she asks questions about the different animals and characters. As children babble and begin to say recognisable words, the childminder offers lots of praise and repeats words back using good emphasis, supporting children's emerging speaking skills. The childminder tunes in very well to how children play and takes account of their changing interests to create activities that motivate and engage them. For example, following observations of children enjoying posting coins, the childminder created various other opportunities that provided a similar challenge, such as a large postbox for children to post their letters in.

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Personal development, behaviour and welfare are good

The childminder provides a high standard of care. She encourages children to develop an understanding of following good hygiene practices from a young age. For example, children wash their hands before eating, modelled well by the childminder who offers age-appropriate explanations. Children enjoy a healthy diet, are active and enjoy outings, such as to the local toddler group and soft-play centre. These outings also provide opportunities for children to mix with their peers, learn important social skills and to understand difference. Children play cooperatively together and babies begin to show they understand the rules. Gentle, consistent reminders are provided throughout the day of age-appropriate expectations and boundaries.

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Outcomes for children are good

Children demonstrate positive attitudes and are keen, motivated learners. Younger children are curious and move around the environment confidently exploring resources. They develop excellent physical skills as they pull themselves to standing and use the available equipment to aid their walking. Children seek to gain attention, looking for acknowledgement for their achievements and enjoying the praise they receive. Children acquire skills that prepare them for the next stages in their learning and for when they eventually move on to school.

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Setting details

Unique reference number 308968 Local authority Lancashire Inspection number 10069481 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 - 2 Total number of places 12 Number of children on roll 3 Date of previous inspection 10 December 2014

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Registers

The childminder registered in 2000 and lives in Heysham, Lancashire. She operates all year round from 8.30am to 5.30pm, Tuesday to Thursday, except for bank holidays and family holidays. The childminder holds a level 3 qualification.

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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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