Childminder 307753

Overall effectiveness Good

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

p.1

The provision is good

Children are happy and feel comfortable in their surroundings. They build strong attachments with the caring and nurturing childminder. The childminder uses pivotal moments to make connections with children, and this is demonstrated as she sings songs at nappy-changing times. Children who have recently started at the setting settle quickly and demonstrate a good sense of belonging. The childminder is a good role model to children. Children demonstrate kindness, respect and consideration to others. The childminder has high expectations for children's behaviour and has established clear and consistent rules and boundaries. Children are supported to share and take turns and are encouraged to include younger children in their play. For example, older children play peekaboo with babies, and they each show their delight by giggling joyfully.

p.2

The provision is good

The childminder is passionate about her role in supporting children through their early years. She reflects well on her practice and involves parents and children in identifying key areas for improvement. Communication and language are extremely well supported. For example, the childminder fosters children's love of singing by allowing them to independently choose songs and rhymes from her song bag. The childminder allows plenty of time for children to think and respond to questions she asks. Children are making good progress in their communication and language development.

p.2

need to do better?

n The childminder offers praise and encouragement in abundance. Children are well supported to achieve their desired goals, helping to boost their growing confidence and self-esteem. Children are making good progress and acquire the skills required to support them in their next stage of learning. n Effective care practices teach children to develop an understanding of their own personal needs. For example, the childminder shows children how to wash their own faces after eating. She encourages them to check they are clean by looking in the mirror. n The childminder supports children's physical skills from a young age. Children develop good physical dexterity as they move their bodies to music. Children giggle with excitement as the childminder incorporates musical instruments into their song-and-rhyme times. The childminder places high emphasis on healthy eating and offers a nutritious, well-balanced diet. Children competently feed

p.2

need to do better?

themselves and learn to make healthy choices. n The curriculum provided by the childminder is exciting and varied. Learning opportunities are tailored to children's individual needs and interests. For example, the childminder skilfully uses a range of resources to support babies to learn to walk. She completes regular observations of children to assess current

p.2

need to do better?

8 October 2019 levels of development in order to plan what children need to learn next. n Children freely access the environment and do so with confidence. The childminder encourages them to make choices in their play from a wide variety of resources. Babies learn from older children; they play together harmoniously and older children model play ideas which extend skills and knowledge. Children learn to be creative using malleable materials such as play dough. They manipulate the dough by squeezing, pinching and prodding, developing the small muscles in their hands. n The childminder is highly skilled at promoting early language skills. For example, young children smile, babble and clap hands as the she continually chats and introduces simple words into their play. n Children learn about the wider world and take regular trips out into their local community, for example to forest-school sessions, the local church, parks and

p.2

need to do better?

toddler groups. These opportunities allow children to be active and develop their confidence in new situations. Children attend a local setting which supports children with special educational needs and/or disabilities. This extends children's knowledge and understanding about similarities and differences between themselves and others. n The childminder has positive relationships with parents. Parents compliment the childminder, stating, 'Children are happy and settled and enjoy many outings into the community.' The childminder shares information with parents in a variety of ways and keeps them updated on children's learning and development. However, she does not gather enough information about what children already know and can do, to plan more precisely when they first start at the setting.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has good knowledge of safeguarding and understands her responsibility to protect children from harm. She is aware of the signs and symptoms in relation to child protection and wider safeguarding issues, such as the 'Prevent' duty. The childminder understands the referral procedure well and how to report any concerns about a child's welfare. She knows the procedure to follow in response to an allegation made against herself or a family member. The childminder understands the potential risks to children when using technology and has good strategies in place to keep them safe online.

p.3

should:

n review ways to gain more in-depth information about what children already know and can do to support their individual learning needs right from the start.

p.3

Setting details

Unique reference number 307753 Local authority Lancashire Inspection number 10109609 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 to 2 Total number of places 6 Number of children on roll 4 Date of previous inspection 13 April 2015

p.4

Information about this early years setting

The childminder registered in 1991 and lives in Wesham, Kirkham. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except bank holidays and family holidays. She holds an early years qualification at level 3.

p.4

Inspection activities

n The inspector undertook a learning walk with the childminder around the parts of the home accessed by children. She looked at the range of resources available for children to use. n The inspector observed the interactions between the childminder and children and assessed the impact these have on children's learning. n The inspector held discussions with the childminder and spoke to children at appropriate times during the inspection. n The inspector reviewed a sample of documentation, including evidence of professional development and suitability checks for household members. n The inspector spoke to parents and took account of their views.

p.4

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.

p.4

Inspection activities

8 October 2019 8 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.

p.4

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6