Childminder EY266474

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

p.1

The provision is good

Children thoroughly enjoy attending the childminder's setting and settle very well. They show that they feel happy, safe and confident. Children are self-assured and are eager to have a go. They confidently try new things and enjoy exploring how things work. For example, young children are delighted to find that music and lights appear when they press buttons on technology toys.

p.2

The provision is good

Older children learn that spaceships need rocket fuel before they are ready to launch. They experiment with enthusiasm as they discover how to manoeuvre the toy spaceship arm and pretend to mend the satellite. Children demonstrate positive attitudes towards their learning and have a strong sense of belonging. They share resources and play cooperatively together.

p.2

The provision is good

The childminder is passionate about helping children to develop the necessary skills in readiness for their move on to school. She keeps parents informed about their children's developmental progress and shares ideas to support children's learning at home. Parents say that the childminder provides children with many activities that they may not have access to at home. For instance, children benefit from regular outings in the community, including to the childminder's allotment. This helps children to learn about how things grow and the world around them.

p.2

need to do better?

n The childminder knows how to recognise and promote the different ways that children learn. For example, she provides resources for children who like to roll objects and line toys up. This encourages children to develop good engagement and concentration skills. n Overall, the childminder plans an effective curriculum that promotes all areas of learning. This helps children to make good progress and develop an enjoyment of learning. However, during group-time activities, the childminder does not maximise opportunities to challenge younger children in their learning. n The childminder uses a variety of methods to promote children's language skills. She listens to them with interest and allows them enough time to respond to questions. The childminder provides children with a running commentary and introduces new words as children play. Children are confident communicators who enjoy singing familiar songs and rhymes.

p.2

need to do better?

n The childminder provides children with good opportunities to strengthen the muscles in their hands. For example, children learn how to move their hands in different ways while playing with dough. They learn how to hold a pencil correctly and recognise letters in their name. However, the childminder does not consistently use knowledge gained from training to promote children's literacy skills to the highest level.

p.2

need to do better?

24 January 2020 n The childminder follows good hygiene routines and helps children to learn about the importance of washing their hands. Older children tend to their personal needs and show good independence. The childminder provides children with healthy and nutritious meals. The childminder works with parents to establish children's routines and care needs. She shares menus with them, so they know what their child is eating. n Children demonstrate good mathematical skills. For example, they are eager to name shapes, such as an 'oval', 'star' and 'heart'. They count backwards from 10, ready for the imaginary launch of the rocket.

p.2

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a robust understanding of her role in safeguarding children. She knows how to recognise possible indicators that a child may be at risk of harm. The childminder understands the procedures to follow, should she be concerned that a child is being abused. She shares information with parents to help keep their children safe, for example, by providing safer sleeping guidance. The childminder helps children to learn how to keep themselves safe during their play. For example, she teaches children how to hold and use scissors safely.

p.3

should:

n review the organisation of group-time activities to provide younger children with further challenge n focus more on using knowledge gained from training to promote children's early literacy skills to the highest level.

p.3

Setting details

Unique reference number EY266474 Local authority Lancashire Inspection number 10073237 Type of provision Childminder

p.4

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 7 Date of previous inspection 26 January 2016

p.4

Information about this early years setting

The childminder registered in 2003 and lives in Great Harwood. She operates all year round, from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder occasionally works with an assistant. She holds an appropriate qualification at level 3.

p.4

Inspection activities

n The inspector observed the quality of the care and education, and assessed the impact this has on children's learning. n A tour of the setting and joint evaluation of an activity were completed with the childminder. n The inspector held a number of discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living in the household. n The inspector spoke to children during the inspection. n She took account of the views of parents through written feedback provided.

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

24 January 2020 24 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.

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