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 Not applicable

p.1

The provision is good

The childminder provides a well-planned curriculum that helps children to develop the key skills and knowledge they need, ready for school. She gets to know children very well and finds out what they enjoy at home.

p.2

The provision is good

The childminder builds on what children already know and can do. She provides new experiences, such as taking children on regular visits to local zoos and wildlife parks. This stimulates children's interest in the world around them.

p.2

The provision is good

Parents state that the range of experiences and activities is fantastic. Children observe with fascination the stages in the development of the caterpillars that they feed at the childminder's. They are eager to use information books to learn about the similarities and differences between moths and butterflies.

p.2

The provision is good

Children look after the pet snail and know to wash their hands after handling animals. They develop good hygiene and self-care skills. Children are active, confident and enthusiastic to learn and explore. The childminder encourages children to lead their own play and find things out for themselves.

p.2

The provision is good

Children are proud of their creations and eager to talk about what they are doing. For example, they explain how they have used different tools to form a pyramid shape out of play dough.

p.2

need to do better?

n The childminder regularly seeks the views of children and parents and uses these to plan a welcoming, inclusive and nurturing setting. She has high expectations of all children and places them at the heart of her practice. This helps children to feel safe and secure. n On the whole, children are provided with a range of high-quality resources and activities that support all areas of learning. However, the childminder does not make the most of opportunities to help children to learn about people and communities beyond their own experiences. n Parents are kept well informed of the progress children are making and are given ideas to continue children's learning at home. For example, parents state that they read stories to children at home and this helps to ignite children's enjoyment of books. n The childminder uses her observations of children's learning, and information from parents and other professionals, when necessary, to monitor children's

p.2

need to do better?

progress. This is used to inform planning for what each child needs to learn next. Consequently, any gaps in children's learning close rapidly and all children make good progress from their starting points.

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need to do better?

17 September 2019 n Following training attended, the childminder understands how to recognise and support the different ways that children learn. However, she has not reflected on ways to develop her knowledge and skills even further to help raise levels of teaching and learning to an exceptional level. n Children's communication and language skills are promoted well. They enjoy tapping different objects with a wooden spoon and changing the volume from quiet to loud. They laugh together as they learn new words, such as 'stink bugs', 'termites' and 'mites', and they name different dinosaurs. Children are confident talkers and express their views and opinions with clarity. n Children enjoy physical play and have daily opportunities to exercise outdoors. They develop confidence in their own abilities, including balancing along the stepping stones independently. Children are provided with healthy food and

p.2

need to do better?

have access to water throughout the day to help keep themselves hydrated. n The childminder gives clear and consistent reminders to help children learn to play together cooperatively. Children develop a growing understanding of sharing and taking turns. Older children show empathy and apologise when their friends are upset. Children form strong attachments with the childminder and settle in quickly. n Children demonstrate positive attitudes to learning as they participate in activities and listen attentively to stories, suggestions and instructions. They learn about road safety and handle knives with care to slice their banana at snack time. n Children become increasingly independent in managing their own toileting needs, in preparation for starting school. They take off their shoes when they arrive at the setting, unzip their coats and try to hang them on their pegs.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a confident and robust understanding of her role in safeguarding children. She focuses on ensuring children are safe and secure. The childminder understands how to recognise and promptly deal with any concerns about a child's well-being. She knows how to manage wider safeguarding issues, for example with regard to the 'Prevent' duty. Children show that they feel confident and self-assured, and learn how to keep themselves safe.

p.3

should:

n focus more precisely on developing knowledge and skills even further and raise the good quality of teaching to an exceptional level n enhance opportunities for children to learn about people and communities beyond their own experiences.

p.3

Setting details

Unique reference number EY546619 Local authority Lancashire Inspection number 10059400 Type of provision Childminder

p.4

Registers

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

p.4

Information about this early years setting

The childminder registered in 2017 and lives in Kirkham. She operates during term time from 8.30am to 6pm, Monday to Friday.

p.4

Inspection activities

n The inspector observed the quality of teaching during activities, indoors and outdoors, 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 The inspector held a number of discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living in the household. n The inspector spoke to children during the inspection. n The inspector took account of the views of parents through written feedback and by speaking with parents during the inspection.

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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

17 September 2019 17 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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