Childminder EY343845

Overall effectiveness Good

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

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The provision is good

The childminder works very effectively with her co-childminder and an assistant who works alongside them. The childminder has worked hard to address the actions and recommendations raised at the previous inspection. For example, the childminder and her co-childminder have completed training to enhance and update their knowledge and understanding of safeguarding procedures. As a result, children are safe and secure in their care. In addition, meals and snacks are now healthy and nutritious, and menus are readily available for parents to see. The childminder continues to strive to raise the quality even further and to reach the best standard for her provision.

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The provision is good

Children are happy and contented. The childminder and her co-childminder have built strong and caring relationships with children, giving them a good sense of belonging and promoting a trusting atmosphere.

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The provision is good

Children's independence is promoted well. Children attend to their own personal needs. They confidently climb the stairs to the bathroom and wash their hands ready for lunch. The childminder gives opportunities for children's language development. She reads stories with expression and children are excited to join in with familiar phrases. Nursery rhymes and songs are used effectively. Children join in with the actions, singing, clapping and moving to the music.

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need to do better?

n The childminder supports children well to develop their mathematical skills. For instance, she incorporates counting and sorting into an activity initially aimed at exploring the natural world. Children are excited to find conkers hidden in the leaves and twigs. The childminder uses mathematical concepts and language with effect. For example, she asks children to 'find one more' or asks, 'who has the most?' This helps to develop children's understanding of quantity. n Children have opportunities to develop technical skills. Cause and effect toys are now ready for use and batteries are changed regularly. Children engage in pretend play. They push buttons on toy telephones and excitedly pretend to speak to their parent. The childminder takes the opportunity to develop language skills. She joins in the pretend play and uses narrative and questioning to encourage children's communication and language development.

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need to do better?

n Children develop their emotional and social skills. They look in a mirror to see different expressions on their faces. The childminder enhances children's understanding further and takes photographs of children's expressions to add to the display. This helps provoke conversations about children's feelings. Children talk about their sad face and their happy face. n The childminder gathers information from parents and uses this as a baseline

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need to do better?

9 October 2019 assessment of what children can already do when they start at the setting. However, her ongoing assessments of children's levels of attainment are not always accurate. As a result, any gaps in children's learning and development are not recognised fully, and any additional support needed may be delayed. n The childminder and her co-childminder support their assistant well. They recognise her strengths and areas to improve. The assistant is encouraged to access relevant training to support her ongoing development. n Children, especially those who are older, engage well in naming and sorting farm animals and dinosaurs. However, the childminder and her assistant do not consistently adapt learning and development opportunities for children of all ages. They do not always respond quickly enough to what younger children are doing in order to reshape activities and the environment. n Parents' views are gathered regularly and their suggestions are listened to and

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need to do better?

acted upon. At the request of parents, the childminder and her co-childminder have improved the information board for parents. Parents can now see the week's planned activities for their children, which are clearly displayed.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands her responsibilities to safeguard children and can capably describe procedures for working with relevant agencies to protect children from harm or neglect. The childminder and her co-childminder ensure their assistant is suitable to carry out her role working with children. They have carried out the necessary recruitment and vetting checks. The childminder ensures that safeguarding training is updated regularly to keep her knowledge and understanding up to date. The childminder ensures the premises are secure while children are present. This contributes to children's safety. The childminder keeps accurate records. For instance, she records accidents well and reports to parents in a timely manner.

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should:

n ensure that assessments of children's learning and development are always accurate to help identify any concerns at the earliest opportunity n develop her skills in teaching even further and ensure opportunities for children's learning and development are suitably adapted to engage all ages of children.

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Setting details

Unique reference number EY343845 Local authority Lancashire Inspection number 10113621 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 1 to 8 Total number of places 6 Number of children on roll 6 Date of previous inspection 3 June 2019

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Information about this early years setting

The childminder registered in 2007 and lives in Accrington, Lancashire. She operates Monday to Thursday all year round, from 7.30am to 5pm, except for bank holidays and family holidays. The childminder works with a co-childminder and an assistant. The childminder holds a childcare qualification at level 3.

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Inspection activities

n The inspector observed the childminder interacting with children. n The childminder led a learning walk to help the inspector understand how she organises the curriculum. n Children were spoken to and their views considered, and written information from parents was reviewed. n A sample of paperwork, such as qualifications and suitability checks, was seen by the inspector. The inspector also reviewed accident forms and other information gathered on children.

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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

9 October 2019 9 October 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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