Childminder EY478265

Overall effectiveness Good

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

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The provision is good

The childminder provides children with a warm, welcoming and home-from-home environment. They settle in very well and grow in confidence and self-assurance. This provides firm foundations for children's learning.

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The provision is good

The childminder demonstrates high expectations of children and what they can achieve. She plans a range of rich and varied activities that greatly promotes children's independence and curiosity. For example, children thoroughly enjoy time at the childminder's allotment. They tend to the plants, help to grow fruits and vegetables, learn about wildlife, explore in the mud kitchen and use an array of tools and equipment. Children learn to use these safely, supporting their understanding of risk and how to keep themselves and others safe. These experiences provide an array of learning opportunities for children.

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The provision is good

Children are learning to be independent through good support from the childminder. For example, the childminder helps children to recognise when their noses need wiping. She helps them to find tissues and encourages them to try wiping their noses themselves. Children's behaviour is excellent. They play very well together and are beginning to form firm friendships. They share resources well, creating a positive and respectful culture.

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need to do better?

n The childminder is keen to ensure that children have stimulating opportunities to build on their current skills, to succeed in their future learning. For instance, children enjoy regular visits to toddler groups. They learn important social skills such as effective communication and being aware of the feelings of others. n The childminder creates an excellent learning environment, full of interesting and whimsical resources. Activities are thoughtfully presented to capture children's curiosity and are closely linked to children's interests. For example, the bonfire interest table includes leaves, tissue paper, twigs and pine cones, and small-world toys and books that link to the emergency services. The childminder demonstrates how to operate the friction fire truck and counts down as she releases it, building on children's number skills and understanding of how things work. n Children enjoy exploring musical instruments and singing songs together. They

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need to do better?

select songs from wooden spoons that are painted to represent different nursery rhymes. Older children join in with the actions they know and younger children enjoy experimenting with the sounds of the different instruments. n The childminder understands the skills children need to learn to make progress. She uses her interactions during play to steer children's learning in different directions and build on children's next steps. However, the childminder does not

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need to do better?

5 November 2019 always maximise ways to help children to develop high levels of enthusiasm and engagement during play, such as through using vibrant and spirited interactions. n Children's physical and emotional well-being are highly developed. They enjoy secure attachments with the childminder, who is attentive to their needs. Children cooperative very well with care routines, such as nappy changing. n Children become entirely immersed in a culture of difference and diversity. They enjoy festival celebrations with families from the local area. They join in with traditional customs and try the celebratory foods. This helps to develop children's understanding and respect for others. n The childminder understands the importance of working in partnership with parents. This helps to create a collaborative approach to meeting children's needs. She invites parents to contribute to their children's learning. For example,

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need to do better?

parents share 'magic moments' from home. The childminder then uses this information to inform her planning. n The childminder reflects on her practice to inform self-evaluation. She seeks feedback from parents and children, and uses information from online early years forums to evaluate her own practice and identify areas for improvement. The childminder then conducts her own research to help build her knowledge of changes within the early years sector. The childminder has not explored further professional development opportunities that focus more precisely on strengthening practice and teaching.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder is confident in her role of safeguarding children. She can clearly identify the signs and symptoms that may indicate a child is being abused and how to promptly respond to any concerns. The childminder remains up to date on Local Safeguarding Children Board procedures and wider safeguarding issues through regular training and through her own research. The childminder is aware of her responsibilities should an allegation be made against herself or any member of her household.

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should:

n strengthen ways to engage children in their learning so that they become even more motivated and show high levels of engagement and enjoyment n enhance the use of professional development opportunities aimed at raising the quality of teaching to the highest levels.

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Setting details

Unique reference number EY478265 Local authority Lancashire Inspection number 10076025 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 2 Total number of places 6 Number of children on roll 3 Date of previous inspection 7 June 2016

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Information about this early years setting

The childminder registered in 2014 and lives in Ribbleton, Preston. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-year-old children.

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Inspection activities

n The inspector held discussions about the early years provision and meeting children's needs. n The inspector spoke with the childminder and children at appropriate times during the inspection. n Parents' views were taken account of through written feedback provided, such as questionnaires. n Discussions following a joint observation were held and the inspector took account of the childminder's evaluations. n A sample of documentation was seen, including required policies and records.

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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

5 November 2019 5 November 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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