Childminder in Lancashire

Inspection date: 26 May 2021 - 8 June 2021

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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 and secure in the homely setting. They are confident as they approach new visitors, and are excited to introduce themselves and show off their favourite toys. The childminder and her assistant are good role models, which is reflected in the high standards of children's behaviour. Children have learnt to be kind, considerate and nurturing. For example, older children invite their younger peers to join in with their play. They happily adapt their own activities to suit the needs of babies, and they patiently show babies how to interact with different resources. This helps to promote children's social development.

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The provision is good

Children are eager and enthusiastic learners. They access resources that ignite their curiosity and inspire their imaginative skills. For example, children find a rainbow-coloured hair bobble and pretend it is a fish from a story they know and enjoy. The childminder understands how children learn. This ensures that children receive good one-to-one support, so they learn the skills they need to move on to the next stage. However, when the childminder organises group activities, at times children's learning is not as well supported. Children's language development is supported well by the childminder as she mirrors their speech and introduces new vocabulary as they play.

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need to do better?

n The childminder knows what she wants children in her setting to learn. There is a clear focus on developing children's speech and language skills, so they have the foundations for future learning. The childminder ensures children hear the correct pronunciation of lots of different words and have good opportunities to practise their developing language skills. This helps children to develop into confident communicators. n The childminder plans activities she knows will interest children, and she skilfully uses these opportunities to provide further learning. Young children become engrossed in exploring how the flour and water paste feels as they mix in the colour using brushes and their hands, and paint themselves. Alongside this, the childminder introduces and repeats lots of new vocabulary and simple mathematical language, which the children attempt to say themselves. n The childminder is very experienced in her childcare profession, and she

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need to do better?

constantly seeks to improve. Both her and her assistant have completed many courses in childcare to aid their ongoing skills and knowledge. A recent course on schemas, for instance, has enhanced their understanding of how to support toddlers to organise their thoughts and develop ideas. n Partnerships with parents are given high priority. Parents are encouraged to contribute to assessments, and the childminder gathers detailed information upon a child's entry to the setting. This helps to build a clear and accurate

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need to do better?

26 May 2021 picture of children's individual stages of development. This ensures that the childminder is able to identify suitably challenging next steps in children's learning. Parents value this joint approach and feel their opinions are regularly sought and appropriately acknowledged. n Children are well behaved and are impressively considerate of their peers. For example, older children nurture babies, and kindly demonstrate how different resources work. They encourage babies to become involved with their imaginative play, showing them how to build towers. Babies laugh excitedly as they are so eagerly invited to play with their peers. n Children enjoy the freedom to make choices in their activities and are learning to take care of themselves. For example, they go and get their shoes and practise trying to put them on themselves before going outside to play. However, during some activities, particularly during mealtimes, the childminder tends to take a

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need to do better?

more active role and does not fully encourage children to do things for themselves. n The childminder makes good use of the rich experiences available in her local area. She regularly attends drop-in sessions with other professionals, including speech and language therapists, health visitors and local authority representatives. She uses knowledge gained from these sessions to plan quality activities that target any gaps in children's development. Therefore, children quickly catch up to their peers.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistant have a good understanding of child protection. They are confident in their understanding of the signs and symptoms which may indicate a child is being abused. They understand their responsibilities and the procedures to follow should they have concerns about the welfare of a child. They complete regular safeguarding training to ensure their knowledge is up to date. The childminder minimises the risk of harm to children by completing thorough daily risk assessments of all areas and resources children access.

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should:

n provide more opportunities for children to do things for themselves and to develop their independence even further, particularly at mealtimes n strengthen the organisation of group activities to support the learning for children of differing ages effectively.

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Setting details

Unique reference number EY551612 Local authority Lancashire Inspection number 10145074 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 9 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 8am to 5.30pm, Monday to Friday, except bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She works with an assistant.

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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 her 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, her assistant 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

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 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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