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 Good

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The provision is good

Children are very happy and settled in the care of the loving and caring childminder. Flexible settling-in sessions are used well to help children and parents get to know the childminder and her family. Children demonstrate they are confident in her care. They regularly check in with her for cuddles and reassurance. Additionally, they excitedly greet her husband as he arrives home.

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The provision is good

The childminder uses her many years of experience to provide a stimulating, yet home-from-home environment for the children. There are lots of age-appropriate toys and resources available for children. This supports them to make their own decisions about what they want to play with and contributes to them developing good independence and self-help skills. Older children confidently use pens and crayons to write their own names. In addition, they draw what they enjoyed doing during a visit to the park. The childminder introduces new words as children play. For example, when reading she explains how the caterpillar goes into a 'cocoon'. However, on occasions, she misses opportunities to further extend children's language by asking questions that require more than a 'yes' or 'no' answer and sometimes she does not always pronounce words correctly.

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The provision is good

The childminder has high expectations for all children. Children know what is expected of them and behave very well. The childminder has attended some useful training, such as safeguarding and first aid. However, she does not yet sharply focus her professional development to raise the quality of education to the highest levels.

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need to do better?

n Children develop high levels of concentration and motivation, and persist at activities for sustained periods of time. For example, children use glue, pens, and stickers to design their own collages. When children find tasks difficult, such as cutting with scissors, the childminder's constant encouragement helps them to achieve. Babies explore freely and enjoy playing with press-button toys. The childminder encourages their early speech by mimicking their babbles and introducing new words. n The childminder supports children's growing independence and social skills very well. Older children relish tasks, such as buttering their own toast and washing their hands. Babies confidently feed themselves finger foods and enjoy the company of the older children. Although some children are not yet fully toilet trained, they eagerly have a go with the childminder's gentle guidance and persuasion. As a result, children feel a sense of pride and achievement.

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need to do better?

n The childminder teaches children effectively. She plans for each child's next steps and makes regular assessments of their learning. Children make good

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need to do better?

16 January 2020 progress from their starting points and gain the skills needed for future learning and school. The childminder forges links with other settings children attend. This ensures that there is a joined-up approach to children's learning and care. n The childminder values parents' opinions and suggestions. Parents comment that they 'feel lucky to have found her'. Parents are invited to look at children's learning-journal folders, and the childminder shares written assessments with them so that they are kept up to date about their child's progress. n The childminder reads stories expressively and enthusiastically. Children confidently discuss features of the book and predict what might happen next in the story. More can be done during these activities to ask children a wider range of questions, for instance using questions that require more than a 'yes' of 'no' answer to further widen children's expressive language and communication

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need to do better?

skills. n The childminder encourages children to develop their mathematical skills through all activities and routines. Children count as they go up and down the stairs. They can select the correct shapes when asked and are beginning to group objects into size and number order. n The childminder does not develop ambitious plans to drive forward improvements. For example, she has not fully embraced previous inspection recommendations to sharply focus her professional development. Although her teaching is good overall, more can be done to further embed her knowledge of the curriculum and raise the quality of education to an outstanding level. n The childminder takes children on many different outings within the local community. These contribute to children gaining an understanding of their wider community and support their physical good health.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder knows what to do if she is concerned about a child or if an allegation is made about herself or a family member. She is aware of wider safeguarding issues that may have an impact on children's welfare, such as radicalisation and extremism. Her home is clean, safe and secure. There are effective risk assessments in place. These help to ensure children remain safe in the childminder's home and when on any outings.

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should:

n source professional development opportunities to develop a deep understanding of the curriculum and raise the quality of education to the highest levels n extend children's language and communication skills even further by asking a wider range of questions and ensure that all words are pronounced correctly.

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Setting details

Unique reference number 307812 Local authority Lancashire Inspection number 10064203 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 10 Total number of places 6 Number of children on roll 5 Date of previous inspection 21 January 2016

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Information about this early years setting

The childminder registered in 1992 and lives in Bury. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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Inspection activities

n A learning walk was conducted with the childminder. During this, the inspector discussed with the childminder how she organises her provision. The inspector observed the quality of teaching and assessed the impact this has on children's learning. n The childminder and the inspector took part in a joint observation of an activity. n A meeting was held with the childminder. The inspector looked at relevant documentation and checked evidence of the suitability of the childminder and that of other household members. n The inspector spoke to the children throughout the inspection. n The views of parents were considered by means of written feedback provided on the day.

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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

16 January 2020 16 January 2020 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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