Childminder EY480642

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

Children thrive in the warm and welcoming environment. They happily engage in the resources provided, using support from the childminder when required. Children demonstrate a strong sense of belonging. They are enthusiastic and motivated, eagerly inviting visitors to join in their play. This helps demonstrate that children feel safe and secure.

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The provision is good

Children have developed exceptionally good bonds with the childminder. They often check in for emotional reassurance. This secure base also gives children the confidence to try new things. The childminder places much focus on promoting the well-being of children. They display positive behaviour. Through discussion, alongside clear routines and boundaries, the children begin to understand the impact of their actions and how to make good choices. This creates a culture of respect within the environment, contributing to children having the best possible start to their early education.

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The provision is good

The childminder has high expectations for every child. Alongside working with parents, her careful observation and assessment help her find out what children already know and can do. The childminder uses this information to plan experiences that ignite children's curiosity and willingness to learn more.

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need to do better?

n The childminder is a fun and active play partner. Children are encouraged to have a go themselves first, which helps to develop a can-do attitude. The childminder uses praise and encouragement to support children to persist with a matching activity. When completed, children proudly show their finished work, demonstrating their sense of achievement. n The views of children, parents and professionals are used to assess the quality of the provision. This helps the childminder to review what works well and what needs to change. The childminder accesses regular training and research to keep her skills updated. n Children regularly exercise their language skills. They excitedly share stories with the childminder, who listens with enthusiasm, using questioning to help children to think critically. Children beam with pride as they talk about members of their families. Children are confident and expressive communicators.

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need to do better?

n The childminder uses recall to help children make sense of their experiences. Children are guided to make links to a recent farm trip when learning about how yoghurt is made. Such practices help children to reflect and remember long term what they have been taught. n Children enjoy outings into the community. They visit playgroups, soft play and parks. The childminder and children describe their excitement at being guests at

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need to do better?

10 December 2019 a Christmas play performed by adults with special educational needs and/or disabilities. These experiences give children the chance to meet and socialise with others, and learn about where they live. n The childminder uses her good early years knowledge to adapt her teaching to meet the needs of children. However, at times, group activities are not planned well enough to maintain children's interests and enable them to play and learn together. n The childminder talks to children about how eating well can support good health. Children exercise their large muscles on visits to the nearby woodlands. The childminder also uses this time to teach children how to keep safe outdoors as they explore wildlife. n Children practise self-help skills such as feeding themselves and handwashing. When appropriate, the childminder works closely with parents to help children become confident with toileting. These skills help children to prepare for their

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need to do better?

eventual move to school. n Children are keen explorers. They use their imaginations to turn open-ended resources into hairdressing tools. They use trial and error to attach blocks together to build a tower. However, the indoor and outdoor play spaces are not organised well enough to support children to access resources independently, to further stimulate their curiosity. n Parents and carers are complimentary about the level of care their children receive. They comment on the nurturing qualities of the childminder and her dedication to helping the children in her care to thrive.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good knowledge of the signs and symptoms that might indicate that a child is at risk from harm. She accesses regular safeguarding training to ensure that her knowledge on how to keep children safe from harm is current. The childminder uses the local safeguarding hub flowchart for reference should a concern for a child's safety arise. She describes indicators that might suggest that a child or their family are vulnerable to extreme views or ideas. The childminder is aware of the steps to take should an allegation be made against her or anyone else living in her household.

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should:

n develop the indoor and outdoor play spaces to further support children to explore independently, supporting their exploration and curiosity skills n further enhance planned play experiences to meet the learning needs of all children involved, to enable them to play and learn together effectively.

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Setting details

Unique reference number EY480642 Local authority Lancashire Inspection number 10076223 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 8 Total number of places 6 Number of children on roll 5 Date of previous inspection 19 February 2016

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Information about this early years setting

The childminder registered in 2014 and lives in Leyland. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except bank holidays and family holidays.

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Inspection activities

n The inspector observed the quality of teaching. She evaluated the impact this has on children's learning and development. n A joint evaluation of an activity was carried out with the childminder. n The inspector held discussions with the childminder. She looked at relevant documentation and evidence of the suitability of the persons living in the household. n When appropriate, the inspector spoke to children throughout the inspection. n The inspector took account of the views of parents and carers by speaking with them and viewing written feedback provided. n The inspector and the childminder held discussions about how the early years provision and the curriculum are organised.

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Inspection activities

10 December 2019 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

10 December 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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