Childminder EY549067

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children feel safe, happy and comfortable at this setting. They are confident and eager to learn. Children enjoy warm, close relationships with the childminder. They often check in with her for an affectionate cuddle as they move from one fun activity to another. The childminder praises children for their small successes, such as matching animals in a storybook with figurines in the Arctic-themed play area. Children appreciate this and smile with pride in response.

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The provision is good

The childminder supports children as they begin to develop their independence. For example, children wash their hands by themselves before eating and after using the bathroom. They begin to recognise some simple links between good hygiene and good health as they say, 'look all clean now, no germs'. However, throughout the day, as children move from one activity to another, they are not expected to help tidy away their toys. As a result, the environment can occasionally become slightly hectic. This means that, at times, children drop their toys on the floor and walk on them.

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The provision is good

Children thoroughly enjoy outdoor play. They practise their climbing skills, manipulate toy vehicles and take turns with their friends on the see-saw. The childminder ensures the outdoor environment is inviting and varied. This helps to support children's physical development.

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need to do better?

n The childminder understands the importance of involving parents in their children's ongoing development. She sends home monthly newsletters for parents. The newsletters contain guidance for parents to support children's current learning at home, for example, introducing new words through songs and books to reinforce children's learning. Parents appreciate this. This helps to ensure that children experience consistent learning at home and in the setting. n The childminder supports children's communication and language development well. She naturally extends children's sentences, adding descriptive words and introducing vocabulary. Children listen carefully as she speaks, repeating some words. This supports their developing speech. One-year-old children begin to babble and are praised by the childminder for using new single words. Two-year old children begin to use full sentences and answer questions.

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need to do better?

n Children build a love for reading at this setting. Older children enjoy cosying up to the childminder, as they repeat well-known phrases from books and describe characters. The youngest children, impressively, look at books independently. They turn the pages one-by-one, gazing at pictures, concentrating and babbling. As a result, children's early literacy skills are progressing well. n Parents describe the childminder as 'patient, kind and simply amazing'. Parents

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need to do better?

3 February 2020 appreciate the 'perfect blend' of 'learning and play' with 'a home-from-home feel' that the childminder provides. They also commend the childminder for working closely with them and keeping them involved in their children's learning and development. n Children behave well. At times, they show compassion for their friends. For example, older children assist younger children by pushing their chairs in close to the table during mealtimes. However, children can become annoyed with one another as they struggle to share some resources and take turns. The childminder does not always handle these occasions in a consistent manner, which can further frustrate children. n Children are eager, curious learners. They do not rely on the childminder to continuously direct their play. Rather, children create their own storylines and entice their friends to join in, especially with role play. For example, children

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need to do better?

open their own 'pizza restaurants', serving their friends and taking orders. They sing 'Pat-a-cake, Baker's Man' as they create cupcakes and biscuits out of mouldable dough. Children giggle happily during this imaginative playtime. n The childminder supports children to learn about the natural world. For instance, she helps children to grow and maintain their own herb garden, as well as growing watercress plants. Children enjoy this process and excitedly show the inspector how high their plants have grown.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a firm understanding of the signs and symptoms which may indicate a child is being abused or neglected. Furthermore, she understands the steps she must take should she have concerns for the welfare of a child. The childminder attends regular training in order to help keep her knowledge fresh. She stays abreast of wider safeguarding concerns such as e-safety and the 'Prevent' duty. The childminder is aware of her responsibilities should an allegation be made against her or any member of her household.

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should:

n ensure behaviour management strategies are applied consistently to help children build a deeper understanding of what is expected of them and the difference between right and wrong n support children to strengthen their levels of independence, particularly during transition times within the setting.

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Setting details

Unique reference number EY549067 Local authority Lancashire Inspection number 10110566 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 2 Total number of places 6 Number of children on roll 4 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in Leyland. She operates all year round, from 7.45am to 5.45pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 6.

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Inspection activities

n The childminder explained her curriculum to the inspector during a tour of the setting. This included discussions on the quality of education. n The inspector and the childminder conducted a joint evaluation of an activity together. n Parents shared their feedback and experiences of the setting with the inspector. n Throughout the inspection, the inspector observed and evaluated interactions between the childminder and children, and considered the impact this has on children's ongoing development. n Leadership and management discussions were held between the childminder and the inspector. The inspector also looked at suitability documents for those living in the household.

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Inspection activities

3 February 2020 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

3 February 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

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

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