Whittle, Joanne

Inspection date 19 July 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 Outstanding 1 Outcomes for children Good 2

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This provision is good

n The childminder establishes highly effective routines to help to keep children safe. She makes excellent use of opportunities to teach children about potential risks. For instance, children instinctively know to lie down to safely observe tadpoles in a pond. They have an impressive understanding of how to manage risks themselves. n The childminder is highly skilled at helping children to understand their emotions and learn how to overcome challenges. For example, she sensitively diffuses emerging frustrations and inspires children to persevere to achieve their goals. This helps children to establish a positive sense of themselves. n Partnerships with parents are highly effective. The childminder takes time to get to know families and to understand children's specific needs exceptionally well. Parents comment that the childminder has children's best interests at heart and that she provides physical and emotional care to the highest possible standard. The childminder

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This provision is good

prioritises the support for children's physical and emotional well-being. n The childminder provides a wide variety of exciting learning opportunities. She plans experiences to inspire children who have a keen interest to learn outdoors. For example, children are extremely eager to visit the 'secret' garden to build dens from natural objects that they collect on their outings. n The childminder encourages children to explore their environment freely. For example, children are curious when they find hollow railings on an outing. They sing and shout through them using different voices, listen to the echoes and experiment with sound. n The childminder assesses children's progress accurately. She liaises well with other settings to discuss children's progress and plan for their next steps in learning. Parents contribute to their child's assessments and are kept well informed about their child's development. This helps to ensure continuity for children's care and learning.

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This provision is good

n The childminder completes all essential training and keeps her knowledge up to date. For example, she attends childminder network meetings to find out about, and share, good practice. However, she does not make the most of professional development opportunities to help her to further improve her teaching 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 focus professional development activities more precisely to raise the quality of teaching to the highest possible level.

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What the setting needs to do to improve further

n The inspector went on an outing to complete a joint evaluation of a planned activity with the childminder. The inspector observed the quality of teaching and assessed the impact this has on children's learning. n The inspector held discussions with the childminder. She spoke with her about self- evaluation, safeguarding, risk assessment and continuous professional development. n The inspector looked at relevant documentation, including evidence of the suitability of adults living on the premises, policies and procedures and children's records. n The inspector had a tour of the premises. n The inspector spoke with children and a parent during the inspection and took account of written feedback and questionnaires from parents.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder implements robust policies and procedures to help her to protect children. She has a secure knowledge of safeguarding matters and is confident about how to identify and report any concerns about a child's welfare. The childminder reflects on her practice effectively. She evaluates activities and considers how she meets the needs of all children. The childminder offers a range of ways for parents to share their views, such as questionnaires following the settling-in period. She responds to feedback to improve the quality of the setting. For example, she recently introduced a more accessible drawing area for children. Children now choose their own tools and activities. This helps them to develop their early writing skills.

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Quality of teaching, learning and assessment is good

The childminder demonstrates consistently strong teaching. She provides a range of different equipment in line with children's interests in order to focus their learning. For example, children delight in using magnifying glasses to identify features of bugs and leaves found on nature walks. Children listen to the childminder's detailed explanations and respond to challenging questions. This helps them to develop their communication skills and their understanding of the world. The childminder joins in with children's games, such as hide and seek. She helps them to practise counting to 20 as they run to find their hiding places. This helps to promote children's mathematical and physical skills. The childminder helps children to develop their appreciation for books and reading. For example, children visit the library regularly for story time and craft sessions.

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Personal development, behaviour and welfare are outstanding

The childminder is exceptionally skilled in helping children to develop strong emotional bonds with her. For example, she analyses detailed information from parents to skilfully tailor settling-in sessions. This enables her to sensitively nurture children right from the outset. Inclusion is at the heart of the childminder's practice. She promotes a child- centred approach extremely well. The childminder precisely adapts the environment and resources to meet children's specific needs. For example, she provides left- and right- handed equipment to promote children's physical development. Children show accelerated progress in their confidence during social interactions outside the setting. For example, during outings, even the quietest children enthusiastically greet a mechanic they meet. This significantly enhances children's social skills away from the childminder's home and extends their understanding of the world.

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Outcomes for children are good

Children make good progress, including those with special educational needs and/or disabilities. They are interested and eager learners. For example, children are intrigued to know where the river water goes. Children communicate confidently and share what they know. They talk about what is made at a local factory as they recall information from previous experiences. Children test out their ideas. For example, they consider which blades of grass will make the best whistle. They compare length and width and challenge the childminder to blow harder as they learn through trial and error. Children are well prepared for their future learning and their move on to school.

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Setting details

Unique reference number EY547484 Local authority Lancashire Inspection number 10107371 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder Age range of children 2 - 5 Total number of places 6 Number of children on roll 4 Date of previous inspection Not applicable

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Registers

The childminder registered in 2017 and lives in Whitworth. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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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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