Childminder EY466152

Inspection date 16 May 2019 Previous inspection date 6 June 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 closely with her assistant and together they offer children a warm and welcoming home-from-home environment where children thrive. The strong skills of the childminder and her attentive approach results in highly secure and positive attachments, providing great foundations for children's confidence and ability to learn. n The childminder provides excellent support for children's developing language skills. She asks well-posed, open-ended questions, talks to children about what they are doing and repeats words back to them to support their pronunciation. n The childminder has a very good understanding of how children learn and where each child is in their learning. She plans stimulating and challenging experiences, complemented by her strong teaching skills, that results in children's eagerness to participate and full engagement during play. Children make excellent progress, including those in receipt of funded early education.

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This provision is good

n The childminder has a wealth of experience and is well qualified. She maintains her skills and knowledge through regular training on a wide range of subjects. She ensures her assistant is equally well supported in securing a good early years knowledge, through ongoing discussions and sharing of information. As a result, the childminder's assistant is skilled, committed and provides an excellent level of care for children. n The childminder works closely with parents from the very beginning and successfully creates a collaborative approach to meeting children's needs. There is a good two-way flow of information sharing. For example, the childminder provides daily feedback on children's achievements and parents are encouraged to share observations from home. n The childminder regularly reflects on her practice. However, she does not sharply focus evaluation systems to identify clear and informed targets for improvement aimed at

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This provision is good

raising the quality to an outstanding level. n The childminder has not fully explored a variety of ways to promote children's understanding of people, families 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 extend opportunities for children to explore differences and develop their understanding of people, families and communities beyond their own experiences n extend current reflection and evaluation procedures and use these systems effectively to drive improvements at an outstanding level.

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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, during play inside and outside. n The inspector carried a joint observation with the childminder and assessed the accuracy of her evaluation. n The inspector spoke to the childminder, assistant 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 secure understanding of how to identify, record and report any child protection concerns she may have. She ensures her assistant also recognises areas of concern and has a clear understanding of whom to contact. The childminder undergoes training on a wide range of safeguarding areas, further supporting children's welfare. Risk assessments are implemented effectively and children are very well supervised, including as they move between the indoors and garden area. The childminder regularly evaluates the assessments of children's progress and provides targeted support where necessary.

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Quality of teaching, learning and assessment is good

The childminder continually uses what she knows about children and their next steps to inform her teaching and interactions. She finds creative ways to engage and motivate children, maximising opportunities for learning. For example, she places books inside a tunnel and entices children's interest by asking, 'What are those books doing in there? Shall we crawl through and read them?'. This successfully captures children's interest and they relish looking at the books inside the tunnel, in excellent support of children's emerging literacy skills. The childminder's assistant is enthusiastic and jovial in his approach. He chases the children around the garden, pretending to be a dragon, as the children giggle and squeal in sheer delight. He successfully promotes children's thinking skills and understanding of how things work. For example, when children notice the bubble machine has stopped working, the assistant helps children discover the batteries

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Quality of teaching, learning and assessment is good

have run out and provides them with the tools they need to change them. The childminder and assistant demonstrate high expectations of the children.

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Personal development, behaviour and welfare are good

Children behave extremely well and happily follow the routine of the day. The childminder is warm and friendly towards the children and manages any disagreements in a calm and reassuring manner. Children learn safe behaviours and the importance of healthy lifestyles as the childminder skilfully embeds these into everyday practice. For example, the childminder and assistant use a good narrative when offering children drinks, explaining the water will help cool them down after playing in the garden. Children practise their safety awareness as they use tools safely. For example, they carefully slice their boiled eggs for lunch, before making their own sandwiches.

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Outcomes for children are good

All children progress well from their starting points. They acquire the skills they need to help them with the next stage in their learning and for their eventual move on to school. Children explore space and measure as they enjoy filling and emptying containers. They count how many scoops of water they need to fill the bucket, using excellent counting and investigative skills. Children enjoy making marks, such as with chalks on the garden path. They play with a range of resources and are supported to make choices and follow their interests in their play.

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Setting details

Unique reference number EY466152 Local authority Lancashire Inspection number 10075522 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 - 3 Total number of places 6 Number of children on roll 3 Date of previous inspection 6 June 2016

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Registers

The childminder registered in 2013 and lives in Preston. She operates all year round from 8.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder works with an assistant and holds a 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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