Bews, Laura

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 are happy and settled in the childminder's care. They settle very quickly and choose what they want to play with. The childminder ensures that children feel comfortable and emotionally secure. She gathers information from parents about children's routines and what they can already do when they start. Children show positive attitudes and explore the childminder's home with curiosity. Children are particularly keen to interact with the childminder and suggest games and puzzles they want to play. The childminder has high expectations for children's behaviour. Children learn simple house rules and the importance of being kind to each other, sharing and taking turns.

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The provision is good

Children are provided with good opportunities to explore the local environment with the childminder. For example, they visit the local parks, church run clubs, the library, and drop-off and collect children from the local school. This helps to support their physical well-being and their understanding of the wider world effectively. Children have good opportunities to make independent choices as they set up their snack, choosing their own cups and plates. The childminder supports their independence effectively. She interacts and offers her thoughts to help them to make good healthy choices for snack.

p.2

need to do better?

n The experienced and dedicated childminder is a strong role model and children learn to behave well. They listen to her instructions and show respect for her home. The childminder teaches children well and supports their language development. She continuously encourages thoughtful and engaging conversations, and children express themselves with great confidence. n The childminder enthusiastically joins in with children's play by offering comments, introducing new words and asking questions, to help children to further develop their speech. Children enjoy sharing their ideas, remembering events and discussing their play. n The childminder supports children to develop their understanding of the natural world. For example, they paint bees because they have been learning about how they make honey. n The childminder keeps up to date with mandatory training and seeks further opportunities to develop her practice and further her knowledge to build on the

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need to do better?

good quality of teaching. She regularly attends childminding forums and completes online training to find out about new ideas for learning activities for children. n Partnerships with parents are strong. Parents comment that they have confidence in the childminder and feel their children make good progress in her care. She works with parents to encourage them to support their children's

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need to do better?

24 May 2021 development at home, for instance sending activities home to write their name in readiness for starting school. Parents receive regular updates on their child's progress and detailed daily information about their child's activities and care routines. n The childminder has high expectations for children and assesses their development consistently, to ensure they make good progress. She completes regular observations of children's play and uses this information to identify any gaps in learning and development, and plan effectively for their next steps. n The childminder is ambitious and evaluates her practice effectively. She uses information gained from parents' feedback and training to improve the quality of the learning and care experiences that she provides for children. This helps to improve the outcomes for children. n The sharing of information with other settings that children attend is not fully

p.2

need to do better?

effective in promoting a shared approach to children's care, learning and development. n Overall, the childminder offers good opportunities for children's learning. However, the planning does not always make the most of these opportunities, in order to help children extend their learning further to gain new knowledge and practise skills.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder keeps up to date with changes in child protection legislation. She knows the procedures to follow if she has any concerns about a child's welfare. The childminder keeps the children in her care safe and regularly assesses her provision for any potential hazards. The childminder supports children to understand how to keep themselves safe. For example, they learn how to cross the road safely on daily walks to drop-off and collect children from school, and take part in regular fire drills.

p.3

should:

n strengthen partnerships with other providers, to consistently support and complement children's care and learning experiences n plan activities more effectively to challenge children further to help them build on what they already know and can do, so they can make the best possible progress.

p.3

Setting details

Unique reference number EY562163 Local authority Lancashire Inspection number 10191540 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 2 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2018 and lives in Farington, Leyland. She operates from 7.30am to 6pm, Monday to Friday, all year round, except for bank holidays and family holidays. The childminder holds a childcare qualification at level 7.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The inspector invited the childminder to participate in a joint observation. She considered the quality of teaching during activities and the impact this had on children's learning. n The inspector observed interactions between the childminder and the children. n The inspector spoke with children during the inspection and took account of parents' verbal feedback. n A learning walk was completed with the childminder, to discuss how she delivers the curriculum and ensures children's progress. n Evidence of suitability and qualifications was seen.

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Inspection activities

24 May 2021 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

24 May 2021 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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