Childminder EY433965

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 has developed a warm and inviting environment with a strong family ethos. Children enjoy talking to the family dog and freely access different rooms in the setting. This demonstrates that children are settled and secure. The childminder thinks carefully about her environment, using her imagination to engage children in learning. For example, children explore toy zoo animals in an open tray and experience different textures, such as grass and stone. The childminder has high-quality resources which she regularly rotates to maintain children's interests. Children are cared for in the main house and a purpose-built playroom in the garden. Children independently access resources and are eager and engaged in play.

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The provision is good

The childminder is a warm and caring role model. She has a good understanding of children's individual needs and takes time to nurture children. For example, as children become a little tired, she sits with them and gently strokes their hair until they fall asleep. Children have formed secure attachments with the childminder and enjoy involving her in their play. The childminder promotes positive behaviour and has high expectations for all children. For example, she encourages children to share and take turns.

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need to do better?

n The childminder regularly evaluates the service she provides and welcomes the views of parents. For example, she has recently reviewed the way she plans for children's learning. She has developed processes of planning which are focused more on children's current interests. She attends training opportunities which have a positive impact on the provision for children. n The childminder develops children's skills across all areas of learning. She observes children as they play and considers how she can provide appropriate challenge for their needs. For example, she provides different-textured surfaces for children who have recently started walking to develop their coordination and balance. She provides mark-making opportunities for older children, which supports their developing physical skills and creativity. n The childminder promotes all areas of learning. For example, she observes younger children putting small toy animals into a variety of different-shaped

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need to do better?

boxes. She promotes language through modelling animal sounds for children and by asking them to identify different animals. However, at times, she speaks very quickly to younger children, which does not allow them to hear individual sounds and words. n Care practices are good as the childminder carefully considers children's well- being. The childminder is a positive role model for children, which significantly impacts on children's confidence. Children actively involve her in their play and

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need to do better?

25 February 2020 she enthusiastically shows children different ways they can use resources. The childminder uses positive behaviour strategies and children listen carefully when she speaks. For example, they sit down as she reminds them that they cannot walk around when they are eating. n The childminder teaches children about the local community and the wider world. For example, the childminder keeps chickens on a piece of ground away from the house. Children enjoy going to visit the chickens and take fresh eggs home. Children explore special days, including Chinese New Year and Remembrance Day. Children go on outings in the local community, such as to the park and different playgroups. However, there are not always routine opportunities for children to extend their learning outdoors. n Parents are involved in children's learning. For example, they share videos of children at home, which the childminder uses to inform processes of

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need to do better?

assessment. The childminder shares activity ideas with parents so that learning can be extended at home. Parents are complimentary. For example, they state, 'My child is smiling on the way in and smiling on the way out, we couldn't be happier.' n Partnerships are in place with other professionals, which directly impacts on the provision for children. For example, the childminder shares information with teachers about children's individual needs when they start school. She also attends sessional groups with other childminding professionals and shares information she has acquired through attending training.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands the importance of her role in safeguarding children. She is vigilant in her care and has clear procedures in place for a variety of scenarios. For example, she ensures that she speaks with parents and writes down information about incoming injuries to the setting. The childminder understands wider safeguarding issues. For example, she understands her duty to be vigilant to possible indicators that a child or family may be at risk of being drawn into extremist behaviours. The childminder carefully considers children's safety. For example, she takes children's emergency contact information in her car during outings. In case of an incident, this means that emergency services would be able to contact parents and carers.

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should:

n strengthen opportunities for children to build their language skills, particularly younger children who are at the early stages of speech n make better use of the outdoor area to extend children's learning opportunities,

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should:

25 February 2020 particularly for those children who prefer to learn outside.

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Setting details

Unique reference number EY433965 Local authority Blackburn with Darwen Inspection number 10074915 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 2 Date of previous inspection 4 May 2016

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Information about this early years setting

The childminder registered in 2011 and lives in Blackburn, Lancashire. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an early years qualification at level 3.

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Inspection activities

n The inspector observed activities and assessed the impact of these on children's learning. n Throughout the inspection, the childminder and the inspector held discussions about how the childminder supports children's learning and they discussed the quality of care provided. n The inspector looked at a sample of documents, including evidence of the suitability of persons living on the premises, policies and procedures, and training certificates. n A joint observation was completed by the childminder and the inspector. n The inspector spoke to parents and took account of their views.

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Inspection activities

25 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

25 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

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