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

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The provision is good

Children are very confident in the care of the childminder and her assistant. They leave their parents with ease and settle quickly on arrival due to the childminder's warm and welcoming approach. Children demonstrate a good understanding of routines. For example, they know they need to take off their shoes when they are indoors. Children happily and confidently seek out toys and resources, initiating their own play and ideas. There are plentiful, attractively presented, high-quality resources that children can independently select. Children have good relationships with the childminder, her assistant and each other. They are beginning to share and take turns, with only occasional support from the childminder. Children use good manners routinely. For example, they say 'please' and 'thank you' with very little prompting. The childminder praises and encourages children warmly through words, gestures and affection. As a result, children develop good levels of self-

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The provision is good

esteem and confidence. Children excitedly engage in a broad range of activities, outings and play experiences that successfully promote their progress. Consequently, they develop secure skills for the future.

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need to do better?

n Children are able to use their initiative and follow their natural curiosity as learners. For example, younger children explore treasure baskets that contain a variety of materials, and feel the textures of different objects. Older children notice the marks they make with water and brushes as they 'clean' the cabin windows and walls when playing outside. Children are deeply engaged and motivated in their chosen activities. n Children are becoming skilful communicators. They listen and respond well to instructions given, for example, when the childminder asks them to help to tidy up. The childminder provides a running commentary as children play and asks them questions to help to support their speaking and listening skills. Older children are beginning to listen to each other and take turns in conversations as they share their thoughts and ideas. n Children enjoy being creative. They listen to instructions well as they help to

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need to do better?

make dough. Children are encouraged to observe colours and textures, and patiently wait their turn to stir the ingredients together. The childminder and her assistant add interesting objects to the dough that encourage children's awe and wonder of the natural world around them. n Good routines assist children to develop self-care skills. The childminder uses good questions to support children to recognise their needs. She provides appropriate guidance and plenty of praise to underpin children's success in their self-care routines, such as using the toilet and washing their hands. Snacks, meals and drinks promote children's good understanding of a healthy lifestyle. For example, children enthusiastically eat their fruit snack and talk about their

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need to do better?

25 September 2019 favourites. n The childminder monitors children's progress effectively, using accurate observations, assessments and evaluations. These systems help the childminder to identify next steps in children's learning and enable her to swiftly identify if any further support may be required. n The childminder offers a warm, organised and professional service. She is enthusiastic and passionate about her work and in her delivery to the children. The childminder has a very accurate awareness of her strengths and areas for development. She has attended various training courses and is keen to develop her provision further to benefit children. n The childminder works well with parents and has fostered good relationships with them. She shares information about children's experiences and invites parents' comments when they look through their child's learning records. However, the childminder does not gather exact information about what children

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need to do better?

already know and can do so that the curriculum she provides is informed from the very outset. n Overall, the childminder supports her assistant effectively. She has developed a culture of reflective practice and together they evaluate the experiences that they provide for children. Supervision arrangements are in place. However, these are not yet fully embedded or focused enough on raising the quality of practice to an even higher level.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The children within the setting are protected from harm because the childminder and her assistant have a good understanding of the correct procedures to follow should they have any concerns about a child's well-being. The childminder and her assistant have both attended training, and the childminder shares her responsibilities with parents through her written safeguarding policies. Children are supervised, and risk assessments completed by the childminder identify effectively the hazards and the action she is taking to ensure that children play in a safe and secure environment.

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should:

n gather more detailed and precise information about children's existing skills and abilities when they first start at the setting n focus and embed supervision arrangements to develop teaching practice to the highest possible level.

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Setting details

Unique reference number EY547748 Local authority Lancashire Inspection number 10107909 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 3 Total number of places 12 Number of children on roll 7 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in Ashton-on-Ribble. She operates all year round from 8am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a childcare qualification at level 4. She works with another childminder and is registered to work with an assistant.

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Inspection activities

n The inspector and the childminder completed a learning walk to understand how the early years provision and the curriculum are organised. n The inspector completed a joint observation with the childminder. n The inspector observed the interactions between the childminder, assistant and the children, and considered the impact on children's learning. n The inspector sampled documentation, including qualifications, children's records and evidence of paediatric first-aid training. n The inspector spoke to parents and children during the inspection and took account of their views.

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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

25 September 2019 25 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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