Childminder in Lancashire

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

The childminder is passionate about delivering high-quality practice within a welcoming and nurturing environment. She attends regular training and is well qualified. She utilises her wealth of knowledge to develop children's enjoyment of learning within a well-planned environment. Parents state that children are supported to develop at their own rate, but also encouraged to excel. They say that as an experienced teacher of early years, the childminder brings the curriculum into her provision in every area.

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The provision is good

The childminder uses her assessments of children's learning very well. She establishes what children already know and can do and plans individual focused areas for development. This helps all children to make good progress.

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The provision is good

Children show they feel safe and secure in the childminder's care. They develop strong independence, confidence and self-care skills. Children play, explore and experiment with good levels of imagination. For example, they place the toy food inside the animal finger puppets, to represent them eating. Children are eager to take on a challenge and persevere. For example, they concentrate and keep on trying to thread the string into the holes of the wooden clothing. They manipulate them around to carefully attach them onto the wooden people.

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need to do better?

n The childminder regularly seeks the views of parents and children. She uses this information to provide a flexible and inclusive setting and ensures that the needs of each family are well supported. For example, parents state that the childminder has always catered for their needs when childcare hours have needed adjusting. n Partnership with parents is a key strength of the provision. Parents state that the childminder keeps them well informed of their children's progress and provides ideas to continue learning at home. They say that their children thrive in the childminder's care and are ready for the adventure to school. n Children have plenty of opportunities to paint and practise making marks. These activities help prepare children to develop the skills for early writing, ready for school. n The childminder engages children in purposeful dialogue. For example, she asks open questions and introduces new words, such as 'axels' and 'vehicle', as

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need to do better?

children use construction toys. Children develop good language and communication skills and are eager to talk about their interests and ideas. n Children develop good listening and attention skills. They concentrate for sustained periods of time and remain engaged as they use props and join in with familiar stories. Children develop an enjoyment of books and develop good early

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need to do better?

16 September 2019 literacy skills, ready for school. n Children choose what to play with and are motivated to learn throughout the day. All areas of learning are promoted well. However, the childminder does not maximise opportunities to promote children's understanding of other people and communities, their similarities and differences. n The childminder promotes mathematics well, in a variety of ways. She uses her fingers to help children to count and supports them to match the different animal picture cards together. Children learn to sequence colours and shapes as they thread the wooden beads to make a pattern. n Children enjoy being physically active and are provided with plenty of opportunities to play outdoors. Parents state that the childminder has a lovely garden with fruit trees and plenty of play equipment. They say this nurtures their children's love of nature. n The childminder is a very good role model and she values children's

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need to do better?

contributions. Parents state that the childminder has clear, consistent boundaries and these help children to understand expectations of behaviour. n Children's emotional well-being is supported very well and this results in high levels of confidence and self-esteem. Children are proud of their achievements and are developing resilience well. For example, they eagerly re-build their creation after it collapses. n The childminder establishes strong links with parents, schools and other professionals and these help ensure consistency in meeting children's needs. She supports children to develop the key skills that they need to be ready for school and future learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder keeps her safeguarding knowledge up to date, for example, by attending regular training. She has a comprehensive knowledge of the indicators of possible abuse or neglect and the procedures to follow. The childminder understands the wider safeguarding issues, including grooming and exploitation, to help keep children safe from harm. She knows what to do should there be a complaint or an allegation made against her or a family member. The childminder helps children learn how to keep themselves safe. She teaches children how to use the toys and equipment safely and to follow good hygiene routines.

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should:

n enhance the opportunities children have to develop an understanding and respect for other people and communities, including their similarities and differences.

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Setting details

Unique reference number EY411575 Local authority Lancashire Inspection number 10074501 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 0 to 9 Total number of places 6 Number of children on roll 4 Date of previous inspection 3 February 2016

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Information about this early years setting

The childminder registered in 2010 and lives in Lancaster. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder has early years professional status.

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Inspection activities

n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n A learning walk and joint evaluation of an activity were completed with the childminder. n There were a number of discussions with the childminder. The inspector looked at relevant documentation and evidence of the suitability of persons living in the household. n The inspector spoke to children during the inspection. She took account of the views of parents through written feedback provided.

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Inspection activities

We carried out this inspection 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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Inspection activities

16 September 2019 16 September 2019 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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