Childminder in Lancashire

Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Outstanding

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The provision is outstanding

Children develop strong relationships with the childminder and each other. On arrival, to help them feel a sense of belonging, they find and place their named doll in a wooden house to indicate they are present. They behave well and show care and concern for each other, for example by stroking each other to show that they care. They move around happily and confidently, choosing what to do. From a young age, they initiate shared games. For example, a two-year-old child covers her eyes, recites numbers accurately to 10 and then searches for the childminder who is hiding.

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The provision is outstanding

Children thrive in the childminder's extremely welcoming home. They show photographs and interesting items brought from home and share stories about their families. This helps them to develop excellent communication skills and learn about their culture and those of others. Children look closely at their faces in the mirror and are beginning to recognise what makes them unique.

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The provision is outstanding

The childminder knows the children exceptionally well. She successfully adapts activities to meet the differing abilities of each child. She encourages children to recall events and checks regularly what they have understood. This enables her to plan precisely for the next steps in their learning. Children enjoy an interesting range of activities which challenge them effectively to build on their prior learning.

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need to do better?

n There is a strong, effective partnership with parents. Information exchanged through discussion, a daily diary and electronically is used effectively to support children's care and development. Children take home story sacks with a book and props to share with their families. n The childminder is highly effective at promoting children's speech and language. She introduces new words, which successfully builds on children's vocabulary as they play and listen to stories. Children speak confidently to the childminder and visitors and use language to express themselves during role play. The childminder carefully places items in the home to act as a stimulus for conversation. For example, children talk knowledgeably about the plant in the bathroom being a cactus and prickly. n Children are well prepared for starting school with essential skills. They are keen learners. They are curious and concentrate well as they investigate items. They

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need to do better?

work together sorting natural items, such as pine cones and shells, into compartments of a wicker tray. Children develop strong self-care skills and independence. n A wide range of experiences and routines help children to learn about healthy lifestyles. They dispose of tissues in the bin and use antibacterial gel on their

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need to do better?

26 February 2020 hands after blowing their noses. They demonstrate a strong understanding of effective handwashing and the importance of brushing teeth. The childminder sensitively promotes toilet training by using imaginative play and photographs of the dolls on potties to show children what to do. n The childminder regularly takes children to socialise with groups of other children. They share activities which are often purposefully planned to help to develop children's knowledge and appreciation of traditions that are different from their own. For example, at Chinese New Year, children tasted Chinese foods, made lanterns and enjoyed the sensory experience of handling dry rice. n Children behave exceptionally well. They take turns to choose an item from a bag and sing a song about it. They laugh as they pop bubbles being blown and then sing a song about them. The childminder makes excellent use of stories to

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need to do better?

help children to understand different emotions. For example, at the inspection, a child listened intently to a story about being gentle with a cat and talked about how it was sad when the kitten was lost. n The childminder reviews her practice and constantly seeks out new ideas to build on her excellent quality. After listening to a talk about the importance of children feeling emotionally secure and that they belong, she introduced some of the speaker's ideas. For example, she purposefully displays items and books in her entrance hall, which attract children's attention as they arrive. This encourages children to enter and settle quickly. The childminder promotes children's confidence and self-esteem successfully. n Following training on how to embed mathematics, the childminder introduced several enjoyable activities, including a teddy bear number line with pegs. Children develop finger control as they manipulate the pegs to attach the

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need to do better?

corresponding amount to each numbered bear. They enjoy using addition and subtraction as they place too many or not enough pegs on each bear.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder regularly refreshes her safeguarding training. She reads regular bulletins from the local authority to maintain a wide knowledge of safeguarding issues. She understands how to recognise and report concerns that a child may be at risk of harm. Children learn to follow safe practices through conversation and role play. For example, a young child pretends to strap her doll into a seat for a journey in an imaginary car.

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Setting details

Unique reference number EY479861 Local authority Lancashire Inspection number 10129123 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 4 Total number of places 6 Number of children on roll 5 Date of previous inspection 11 May 2016

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Information about this early years setting

The childminder registered in 2014 and lives in Upholland, Skelmersdale. She operates all year round from 8am to 5.30pm, Monday to Thursday, 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 had a tour of the childminder's home to understand how the early years provision and the curriculum are organised. n A joint observation was carried out by the inspector and the childminder. n The inspector held discussions with the childminder. She looked at relevant documentation, including evidence of the suitability of household members, and evidence of the childminder's training. n The inspector spoke to some children during the inspection and took account of the views of parents provided in writing.

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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

26 February 2020 26 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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