Thomas, Lynsey Marie

Inspection date 13 June 2019 Previous inspection date 30 July 2015

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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 Outstanding 1 Outcomes for children Good 2

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This provision is good

n The childminder and her assistant are caring and present a gentle nature towards the children. The children are at the heart of everything the childminder does. This helps to build extremely strong relationships with each individual child. The childminder is ambitious and strives to continually offer the best quality of care for the children. n The childminder provides a safe and welcoming learning environment. Children confidently choose from a wide variety of resources available. n The childminder and her assistant are highly skilled when planning activities involving the children's interests. They use regular observations to help determine children's next steps within their development. n Partnerships with parents are strong. Parents speak very highly of the standard of care the childminder provides for children. Parents comment that the house is always full of laughter and children feel valued.

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This provision is good

n Children settle extremely well and understand the routines of the day. The childminder and her assistant work exceptionally well together, forming structure to the day. This helps young children to become confident in understanding what is coming next. n The childminder offers children a range of healthy meals and has received the healthy eating award. This contributes to children's health and well-being. n The childminder provides opportunities for children to learn about diversity. Children experience a Chinese buffet and join in with a dragon dance at a Chinese restaurant during Chinese New Year. Children also help local charities by making donation boxes to help people who have lost their homes. n The childminder does not always make the best use of the outdoor environment. Children do not have as many chances to explore outdoors as they may prefer.

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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 continue to develop the outdoor environment to allow children to have more free access.

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What the setting needs to do to improve further

n The inspector took account of the views of parents from written references. n The inspector completed a joint observation with the childminder. n The inspector observed the quality of teaching and assessed the impact this has on children's learning and development. n The inspector held discussions with the childminder, her assistant and the children at appropriate times during the inspection. n The inspector sampled a range of documentation, including children's developmental records, qualifications and suitability checks.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder has a good understanding of varying signs that could indicate a child is at risk of harm. She is confident in her knowledge of the procedures to follow if she has a concern. The childminder and her assistant keep mandatory training up to date, such as safeguarding and paediatric first aid. This helps to ensure that children are protected well in their care. The childminder has effective systems in place to monitor practice. Her passionate and dedicated nature encourages regular reflection on staff performance. For example, they continue professional development and research new ideas for activities, discussing ways to improve the provision. The childminder keeps parents informed and up to date with children's progress.

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Quality of teaching, learning and assessment is good

The childminder completes regular assessments determined by daily observations of the children's achievements. She has high expectations of what children can achieve. The youngest of children have an exceptional range of vocabulary. For example, children play with animals and learn words such as 'gazelle' and 'ostrich'. The childminder creates a variety of opportunities to strengthen counting skills, which she incorporates into every activity. The childminder plans a variety of ways to encourage children's early writing skills. For example, she uses coloured sand with lollipop sticks and paintbrushes so children can create patterns. The standard of teaching is consistently strong. The childminder regularly takes the children out on visits to learn about the wider world. For example, children attend French lessons and undertake challenges at forest groups.

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Personal development, behaviour and welfare are outstanding

Children demonstrate extremely high levels of motivation and concentration to their learning. They display confidence in using their imagination to engage in play. For example, children pretend to be firefighters as they play with small-world resources. The childminder prides herself in helping children to become independent in self-care. This includes the youngest children confidently attending to their own toileting needs. Children consistently display exceptionally good behaviour and regularly use their manners. The childminder encourages turn taking and sharing through enjoyable activities. For example, children take turns using a paintbrush, pretending to paint each other's nails. Children learn how to manage risk and challenges safely. During snack time, children carefully use knives to spread butter onto a cracker. Children are happy and enjoy their time with the childminder and her assistant.

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Outcomes for children are good

Children make good progress for their age and stage of development. They are emotionally secure and well prepared for their eventual move on to school. Children can think for themselves and solve problems independently. For example, they understand and answer complex questions during a story. Children recall experiences while they look through a photograph book. They show curiosity, interest and care for others as they identify each other's families.

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Setting details

Unique reference number EY414695 Local authority St Helens Inspection number 10065965 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 - 6 Total number of places 12 Number of children on roll 13 Date of previous inspection 30 July 2015

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Registers

The childminder registered in 2010 and lives in St Helens. She operates all year round from 8am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children. She works with an assistant on a full-time basis.

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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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