Childminder in Lancashire

Inspection date 3 June 2019 Previous inspection date Not applicable

p.1

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

p.1

This provision is good

n The enthusiastic and motivated childminder strives to improve. Her positive and proactive ways of thinking and continual enhancements help to ensure that children have access to high-quality care and learning within an extremely safe environment. n The childminder works in partnership with parents. The regular sharing of children's learning files help to ensure that parents have plenty of opportunities to review and contribute towards children's learning. Parents are very complimentary. They comment that the childminder goes above and beyond to ensure that children are happy. n The childminder observes children closely to tune into what they know and enjoy. She plans challenging and fun experiences for children to engage in, that clearly focus on extending their learning in accordance with their particular play preferences. This helps to sustain children's interest and motivates them to build on their current skills.

p.1

This provision is good

n The childminder forms a special bond with each child. She offers an abundance of praise to children at times, such as when they sing out independently in front of others, to help to instil them with high levels of self-confidence. Children are clearly very happy and settled. They thoroughly enjoy their time with the devoted childminder. n The childminder places a sharp emphasis on supporting older children to become independent and to develop skills, such as knowledge of numbers and counting and early reading and writing. This helps to prepare children for their move on to school. n The childminder does not share enough regular information about children's ongoing care and learning with other settings that they attend, in order to further improve continuity. n Occasionally, the childminder misses opportunities to build on children's ability to identify and manage risks during everyday play and daily routines.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

n strengthen the good links formed with other settings that children attend and share more regular information about children's ongoing care and learning, to further promote continuity n build on children's ability to identify and manage risks during everyday play and routines, to help to raise their growing awareness of how to keep themselves safe and healthy.

p.2

What the setting needs to do to improve further

n The inspector observed the quality of teaching 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, a record of the childminder's training, 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 spoken to on the day of the inspection and from comments noted on recent reference letters.

p.2

Effectiveness of leadership and management is good

Safeguarding is effective. The well-trained childminder has a good knowledge of the procedures to follow to protect children's welfare. She is mindful of the ages of children she is caring for and takes appropriate steps to keep children safe. For example, larger outdoor play equipment, such as the trampoline, is fenced off from the main garden, securely netted and used only under stringent supervision. This helps to prevent any accidents occurring. Tracking is used well to highlight and support any emerging gaps in children's learning. For example, the proactive childminder sources meaningful and relevant professional development programmes that are focused on helping to boost children's speech and language skills. This is having a positive impact on children's ability to formulate more complex sentences with accuracy. The childminder listens astutely to children, parents and others. She acts on their ideas in order to drive improvement.

p.3

Quality of teaching, learning and assessment is good

The knowledgeable childminder creates an inspiring learning environment that encourages children to be imaginative. For example, young children engage in role play based on their own first-hand experiences. They use available props, such as an orange and a glove, to create their own 'magic trick'. Planned activities are highly successful in maintaining children's attention. For example, during a story about a postman, the childminder welcomes children to share their knowledge of different occupations. She provides opportunities for children to engage in special tasks, such as opening, talking through and reposting a letter, to help to sustain their interest. The childminder makes good use of opportunities, such as looking at an address on an envelope, to extend older children's knowledge of different numerals.

p.3

Personal development, behaviour and welfare are good

The childminder gathers detailed information from parents when children first start, to help to ensure that she has a good knowledge of each child's individual needs. She liaises closely with parents when children are developing new skills, such as toilet training, to help to maintain a consistent approach. The childminder teaches children core values, such as the need to respect one another, to say 'please' and 'thank you' and to use their 'gentle hands' with others during play. This contributes towards the caring, considerate and respectful attitudes that children adopt. Children enjoy time outdoors in the fresh air. They actively participate in weekly social groups, such as music and dance sessions, that aid their ability to form early friendships with others.

p.3

Outcomes for children are good

All children make good progress. Young children revel in opportunities to retell familiar stories as these arise during play. They make up their own words to favourite songs and enjoy initiating their own play themes. Older children count using one number name for each item. They persevere when using more complex equipment, such as a dough press to mould malleable materials into a desired shape. This helps to strengthen the muscles in their hands and fingers that aid their good early writing skills. Children play together cooperatively during games and take turns without prompt. They are motivated individuals who remain fully absorbed in their play and learning.

p.3

Setting details

Unique reference number EY548556 Local authority Lancashire Inspection number 10108320 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 - 9 Total number of places 6 Number of children on roll 8 Date of previous inspection Not applicable

p.4

Registers

The childminder registered in 2017 and lives in Heysham. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two- three- and four-year-old children.

p.4

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.

p.4

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.

p.4

Registers

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.5

Registers

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.5

Registers

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

p.5

Registers

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

p.5