Turner, Keeley

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children are independent and curious as they explore the environment and toys available. They are relaxed and happy in the childminder's home and babies settle well. The childminder provides a safe and secure setting, which supports children to settle quickly, grow in confidence and build positive relationships. The childminder sensitively involves herself in children's play and encourages them to develop a can-do attitude to learning. She supports children's learning by demonstrating and explaining what is happening, making suggestions and praising children for their efforts. For example, young children enjoy washing dolls and pretending to brush their teeth. The childminder uses her interactions with children to teach them new words and talks clearly using questions to engage them in conversations. She repeats words and phrases to very young children. This helps to expand their vocabulary. Children regularly visit parks, toddler groups and shops in

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The provision is good

their local community. The childminder uses the local amenities and groups effectively to help children to learn about the wider world, beyond their own personal experiences. For example, children relish the daily visit to the local greengrocer shop to select a fresh apple ready for snack. The childminder supervises children well. She sets clear and consistent boundaries and promotes positive behaviour. Children respond well to praise and rewards for their achievements and they grow in confidence and self-esteem.

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need to do better?

n The environment is welcoming, bright and well resourced. The childminder is caring and approachable. Children show good levels of concentration. They are active learners and are very well settled at the provision. n The childminder encourages children to be healthy. Children have regular opportunities to be outdoors and take part in physical activity. The childminder reminds children to drink water frequently and encourages them to try different fruit for their snack. n The childminder has high expectations for all children, demonstrating respect and modelling the use of good manners. Children learn about other cultures and the natural world around them. They care for the family dog, collect eggs from the chickens and help to look after the childminder's African land snail. n Partnerships with parents are good. For instance, one parent says the setting is like a home from home. They are asked about their children's interests and

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need to do better?

development as part of the induction process. The childminder values this information and uses it, along with her own assessments, to plan for children's next steps. n The childminder has a comprehensive knowledge of each child in her care. She understands exactly what they know and can do and their priorities for learning. Occasionally, the childminder does not provide children with enough time to

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need to do better?

12 September 2019 think through and answer questions independently before she provides them with the answer. n The childminder continuously reflects on her practice and evaluates the provision to help her to identify additional areas to improve. The childminder is fully committed to developing her knowledge and skills further. She enjoys attending training courses and has clear plans to continually develop herself professionally. n Children behave well. They learn to take turns and share. The childminder promotes good behaviour through appropriate praise and encouragement. For instance, she teaches children to understand and manage their feelings from an early age. n Children are developing good literacy skills. For example, they make marks with pens and crayons on paper and talk about what they have drawn. Children enjoy looking at books and join in with familiar stories. n Children make good progress in their learning and are acquiring the skills they

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need to do better?

need in readiness for school and future learning. They demonstrate a positive attitude towards learning. They are enthusiastic to try new things and are motivated. n Overall, the childminder offers good opportunities for children to develop their early mathematical skills. However, sometimes, she does not make the most of naturally occurring opportunities to encourage children to count, recognise shapes and develop their early mathematical language to the highest levels.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a comprehensive understanding of the signs and symptoms of child abuse and neglect. She is aware of her responsibilities, such as how to report any concerns to the relevant agencies. She is aware of wider child protection issues. The childminder regularly checks the environment for possible risks and takes appropriate steps to minimise or remove potential hazards. She completes and regularly updates risk assessments of the premises and for outings into the wider community.

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should:

n adapt teaching to provide children with sufficient time to think through and answer questions independently and help them to develop their good thinking skills even further n enhance opportunities for children to understand and use the language of mathematics to further develop their early mathematical skills, such as counting and recognising shapes.

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Setting details

Unique reference number EY546817 Local authority Lancashire Inspection number 10105466 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 4 Total number of places 6 Number of children on roll 5 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in Trawden, Colne. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a childcare qualification at level 3.

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Inspection activities

n The inspector and childminder completed a learning walk of the areas of the premises that are used for childminding, to understand how the early years provision and the curriculum are organised. n A number of discussions were held with the childminder. The inspector spoke to children at appropriate times during the inspection. She looked at a selection of relevant documentation. n The inspector completed a joint evaluation of an activity with the childminder. n The views of parents were taken account of 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

12 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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